一、身心特質
身體病弱學生，指「罹患疾病，體能衰弱，需要長期療養且影響學習活動者。」不論學生是由於先天或後天的因素所致，因為經常需要長時間與疾病對抗，也有些學生所罹患的是屬於進行性的疾病，致使身體的體能與功能會隨著時間而惡化，甚至危及生命，部分學生可能會有情緒與心理上的壓力。
此外，有的身體病弱學生須長期、定期接受醫療介入，如重度地中海型貧血、血癌的患者，可能會有需要經常請假的情況。
身體病弱學生的特質與發展，除了疾病本身可能影響身體狀況外，其他的各項發展與一般同儕並無很大的差異，以下就身體病弱學生在動作、認知、社會情緒及語言各領域的發展略以說明。
1.動作發展:
身體病弱並不會造成動作發展遲滯，除非疾病會影響肌肉骨骼之功能或限制學生體能活動如重度心臟病者;此外，如過度保護，學生在動作的靈活度上可能稍弱，對於耗體能與長時間的活動上容易感到疲倦。
2.認知發展:
一般而言，身體病弱學生認知的發展與一般同儕無異，除非疾病本身可能直接影響腦部功能。
3.社會情緒發展:
許多身體病弱學生經常或終身需要醫療的介入，因未能接受自己的疾病情況或對自己的未來產生不確定性而出現較消極心態，有時又因為體能的關係無法與一般同儕從事體能相關的社會性活動，可能造成孤立、誤解、負面態度、消極的自我觀念，因此心理支持與輔導格外重要。

二、輔導原則
1. 教室的位置安排:
注意身體病弱學生的體能狀況，儘量安排學生在一樓或有電梯的大樓教室，特別是如果學生是在治療期間。
2. 課程調整學習資料:
(1)依身體病弱學生之身體狀況與治療階段，調整需要耗費較多體力的課程如體育課、校外實習課程。
(2)學生有可能因為治療因素，或是服用藥物之副作用，常出現請病假情況，儘量提供學生上課的資料，可以讓學生有複習與補救的機會。
3. 儘量參與原則:
(1)盡可能讓身體病弱學生有直接參與的機會，除了因疾病情況需要避免感染與過敏源，仍可鼓勵學生儘量參與課程活動。
(2)只要學生的體能可以負荷，仍可以參與班級的服務活動或擔任幹部，能讓學生有參與感及歸屬感。
4. 對學生的支持與期望:
(1)對於學校中各項學習活動或要求，較適當的方法是採用和一般同學一樣的期望標準，但允許身體病弱學生有較充裕的工作時間。
(2)身體病弱學生較容易疲憊而錯失學習重點，故應給予額外的協助，但不需要過度保護，避免造成過度依賴的情況。
(3)很多時候身體病弱學生對於心理支持的需求會大過學習協助的支持，須注意學生的心理狀態給予支持，必要時可轉介至學校的心理諮商中心。

三、教學提醒
(1)身體病弱學生的智力發展與一般同儕無異，然可能因為疾病及治療對體能產生影響，或因治療造成身體上之不適時，建議宜調整部分作業與考試，如調查報告可用書面報告、劇烈性的體能測驗可改為較緩和的慢走。
(2)因為學生需要花較多的體力面對疾病與治療，以及治療後所帶來的副作用，面對學校繁重的課業無法負荷時，需要指導學生有效率的學習，可採用例如應用科技輔具，如語音系統提高其學習的效率。
(3)部分學生可能特別敏感並對於生命與未來感到消極或悲觀，宜提供心理輔導。儘量鼓勵學生，參與過程重於結果。

資料出處:

全國特殊教育資訊網-學生輔導原則

https://special.moe.gov.tw/article.php?paid=181

1. Physical and Mental Characteristics

Students with chronic health conditions are defined as those who suffer from illnesses or physical weakness requiring long-term care, which affects their learning activities. Whether caused by congenital or acquired factors, these students often face prolonged battles with their conditions, with some experiencing progressive diseases that deteriorate physical abilities over time, potentially endangering their lives. This can lead to emotional and psychological stress.

Some students with chronic health conditions require frequent medical interventions, such as those with severe thalassemia or leukemia, which may result in frequent absences.

While their characteristics and development in areas beyond their illness are generally on par with peers, here is a summary of their development in motor skills, cognition, socio-emotional aspects, and language:

1.1 Motor Skills Development:

• Chronic illness does not inherently delay motor skill development unless the condition impacts the musculoskeletal system or restricts physical activity, such as in severe cardiac diseases.
• Overprotection may lead to slightly reduced dexterity. Students may tire easily during physically demanding or prolonged activities.

1.2 Cognitive Development:

• Generally, cognitive development is comparable to that of peers unless the illness directly affects brain function.

1.3 Socio-Emotional Development:

• Frequent or lifelong medical interventions may lead to negative attitudes due to difficulties accepting their condition or uncertainty about the future.
• Physical limitations may restrict participation in physical and social activities, leading to isolation, misunderstanding, negative self-perceptions, or low self-esteem. Psychological support and counseling are particularly critical.

2. Counseling Principles

2.1 Classroom Placement:

• Consider the student's physical limitations and arrange their classes on the ground floor or in buildings with elevators, especially during treatment periods.

2.2 Course Adjustments and Learning Materials:

• Adjust courses requiring significant physical effort, such as physical education or fieldwork, based on the student's health condition and treatment stage.
• For students frequently absent due to medical reasons or treatment side effects, provide class materials for review and remedial learning opportunities.

2.3 Participation Principle:

• Encourage direct participation in activities whenever possible, unless health concerns necessitate avoiding infections or allergens.
• Allow students to participate in class services or hold leadership roles when their physical condition permits, fostering a sense of involvement and belonging.

2.4 Support and Expectations:

• Maintain the same expectations as for other students but allow more time for tasks and assignments as needed.
• Provide additional support to address missed learning opportunities due to fatigue but avoid overprotection to prevent dependency.
• Recognize that psychological support may be more important than academic assistance. Monitor the student's mental health and refer them to the school's counseling center if necessary.

3. Teaching Tips

1.Flexible Assignments and Exams:

• While their cognitive abilities are similar to peers, physical limitations or discomfort from treatment may require modifications of assignments and tests. For example, replace intensive physical tests with lighter activities or adjust reports to suit their capabilities.

2.Efficient Learning Strategies:

• Due to the physical and mental toll of illness and treatment, teach students effective learning strategies, such as using assistive technology (e.g., speech systems) to enhance learning efficiency.

3.Psychological Counseling:

• Some students may feel particularly sensitive or pessimistic about life and their future. Provide counseling and encourage participation, emphasizing the importance of the learning process over outcomes.