Possible ME/CFS College, Professional, and Graduate School Educational Accommodations

The following is a non-exhaustive list of possible educational accommodations for individuals with ME/CFS. Because ME/CFS is a dynamic condition that varies in severity and presentation, different students may require different supports. It's often better to have an accommodation in place and not need it than to be without one when it's essential. While not all schools may offer these specific accommodations, they may provide alternative options to meet similar needs. 

Classroom Accommodations
Facilitated by the Office for Students with Disabilities (OSD - name will vary by school):

• Peer note-taker service

• Permission to use personal laptop for note-taking

• Alternate media formats (accessible PDFs, screen-readable formats, etc.)

• Permission to audio record lectures, labs, and discussion sections (student provides device; agreement on file)

• Permission to type in-class assignments

• Copies of lecture outlines or notes, handouts and PowerPoint slides in advance of class

• Preferential seating (e.g., front row, near exits or in low-traffic areas, easily accessible without stairs)

• Permission to stand, recline, or shift position during class to manage orthostatic symptoms

• Permission to eat, drink, or take medication in class

• Access to fluids and snacks during class

• Permission to use sensory aids such as sunglasses or noise-canceling headphones

• Scent-free environment requested (instructors can encourage students not to wear fragrances)

• Frequent breaks during long classes

• Access to classrooms that are well-ventilated and temperature-regulated

• Access to classrooms on lower floors or served by elevators

• Flexibility with attendance due to symptom variability

  • Make-up work, quizzes, and exams allowed following recovery from disability-related flare-ups

  • Student to notify instructor as soon as practical after a flare subsides
    
    

Exam Accommodations
Facilitated by Instructor or Exam Proctor:

• Extended test time (1.5x or 2x standard duration depending on severity)

• Distraction-reduced testing environment (individual or small group)

• Exams scheduled no earlier than 12:00 PM

• Occasional rescheduling of exams due to symptom flare-ups

  • 24-hour notice when possible

• Use of university-provided laptop or word processor (not network connected)

• Written exam instructions

• Clarification of instructions or questions by instructor or TA (when permitted for all students)

• Permission to respond directly on test instead of using Scantron

• Use of assistive tools including:

  • Word processing software

  • Spell checker

  • Dictionary or thesaurus

  • Calculator

• Test read aloud to student if needed

• Permission to take breaks or recline during exams

• Permission to bring fluids and snacks to exams

• Temperature-controlled or ventilated testing environment

• Alternate test formats available upon request
  
  

Program Modifications
Facilitated by OSD, Colleges, or Graduate/Professional Schools:

• Priority registration for courses (to select times/days that minimize impact of ME/CFS, avoiding early or back-to-back classes, scheduling flexibility to minimize symptom flare-ups, to select instructors that are open to accommodations)

• Reduced course load without penalty to full-time status or financial aid

• Extended time to complete degree or academic milestones

• Option to participate in classes remotely or in hybrid format when available

• Course substitutions when specific course requirements conflict with disability limitations
  
  

Digital and Instructional Accessibility
Responsibilities of the Instructor:

• Ensure accuracy of captions on recorded lectures or instructional videos

• Provide course materials in accessible digital formats (Word preferred)

• Ensure third-party media is captioned or transcribed
  
  

General Health and Disability Support

• Flexible deadlines when symptoms interfere with assignment completion

• Reduced emphasis on in-class participation or group work when medically necessary

• Remote access to office hours and supplemental instructional content

• Access to quiet recovery spaces on campus during symptom flares