The role of counselors in working with chronically health impaired students is examined, and illustrations of the Chronic Health Impaired/Sickle Cell Anemia Program in Baltimore (MD) are presented. The importance of setting goals with the student is underlined, as is the necessity for counselors to have proper flexibility and time to devote to clients. the students' special emotional, social, educational, medical, and vocational needs are considered, as are the needs and reactions of parents and families of chronically health impaired students. The counselor's relationship to other agencies and professionals is explored. Case studies of students with asthma, epilepsy, and sickle cell anemia conclude the handbook. (CL)