How can schools accommodate children with Long COVID?

from LONG COVID ESSENTIALS
a resources series by The Sick Times x Long COVID Justice

Tips for accommodations and support at your child’s school

Symptoms associated with Long COVID can significantly disrupt a child’s education. Schools remain a risky space for students who are immunocompromised and/or seeking to avoid reinfection. Fortunately, federal policies now recognize Long COVID as a disability. This opens up access to free programs that provide accommodations for in-person learning or alternative plans for students who require an in-home or hybrid education.

Symptoms of Long COVID that may impact performance in school:

Rights and accommodations:

The Americans with Disabilities Act (ADA), Individuals with Disabilities Education Act (IDEA), and Section 504 of the Rehabilitation Act protect students in the United States with a medical condition or disability from discrimination in education. This includes the right to a “free appropriate public education” and the right to be educated alongside non-disabled peers as appropriate.


Depending on a child’s needs, parent/guardians can request accommodations through an Individualized Education Program (IEP) or 504 Plan. An IEP is a personalized roadmap that outlines education goals for students based on their unique circumstances. It often includes additional services such as speech therapy or occupational therapy. Children must first be evaluated by their school and/or an Area Education Agency to qualify. IEPs are updated annually.


A 504 plan is geared toward accommodations in the classroom. It is reviewed every three years. Some children need only one plan, while others have both. 


Collectively, these plans should focus on conserving energy and prioritizing needs.

Accommodations may include:

  • Blended learning, such as attending school on a modified or hybrid schedule that may include rest days between days of instruction
  • Having teachers visit the home
  • Targeted mask requirements or increased air filtration
  • More frequent breaks and/or amended physical requirements
  • Extended time or modifications for tests and assignments
  • Alternative or modified assignments (ie. oral instead of written)
  • Use of assistive technology, such as screen readers, note takers, or calculators

Assembling your team:

If your child requires accommodations due to Long COVID, you’ll need to put together a team to assess their needs and how best to address them. This group will likely include the child’s parents or guardians, teachers, school administrators, the school nurse and counselor, and the special educational needs and disabilities coordinator (SENDco) or educational psychologist, if available.

Parents will be asked to provide evidence to support their requested accommodations. This can include a letter from your child’s medical provider, documentation of a clear pattern of learning difficulty, and documentation that the teacher(s) has tried different approaches.

Resources

Writer: Amanda Heidt • Editor: Betsy Ladyzhets • Medical reviewer: Dr. Lee Hinnant

Printable version of this resource page

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Notes

  • This series was published in fall 2024; some information may be subject to change.
  • Although each topic has been reviewed by medical professionals, they are informational resources, not medical advice. Always talk to your medical providers before trying treatments or symptom management strategies. 
  • Each resource page offers brief information and is not comprehensive. We know there is much more information on each topic we cover, and that there are additional topics not yet addressed in this series.