Community SDoH Alert!

PART 1 – Which group of students are at increased risk for severe illness from COVID-19? What is reasonable accommodation for students with increased risk for severe illness from COVID-19?

  • Alert date August 27, 2021


    Covid 19 Related Resource

    Which group of children at increased risk for severe illness from COVID-19?
    …., children with obesity, diabetes, asthma or chronic lung disease, sickle cell disease, or immunosuppression can also be at increased risk for severe illness from COVID-19.

    Reasonable accommodations are modifications or adjustments to the tasks, (AND/OR), environment or to the way things are usually done that enable individuals with disabilities to have an equal opportunity to participate in an academic program or a job (U.S. Department of Education, 2007).

    Broad categories of accommodations include changes to the application process to ensure an equal opportunity to apply for program enrollment, changes that enable a student with a disability to perform the essential functions of the academic program, and changes that enable a student with a disability to enjoy equal benefits and privileges of the program (e.g., access to training).

    Examples of accommodations by disability type and Accommodation Examples.


    Flexible attendance requirements
    Extra exam time and allowances for breaks
    Assignments made available in electronic format
    Use of email to facilitate communication


    Seating near front of the classLarge print exams, handouts, signs, equipment/material labelsContrast-enhanced printed materialsImage-enlarging technology (e.g., TV monitor, magnifier)Electronic format for syllabi, assignments, readings, resourcesGlare guardsSupplementary light source.


    Audio-recorded, brailled or electronic-formatted lecture notes, handouts, and textsVerbal or audio descriptions of visuals and videos
    Raised-line drawings and tactile models of graphic materials
    Braille lab signs and equipment labels; auditory lab warning signals
    Adaptive lab equipment (e.g., talking calculators, tactile timers)
    Computer with optical character reader, speech output, Braille screen display and Braille printer output


    Sign language interpreter
    Seating near the instructor/speaker with an unobstructed view of the speaker’s face • Real-time captioning
    FM system
    Note taker
    Alternate location for testing that has reduced auditory and visual distraction
    Visual aids and written supplements to spoken instructions
    Written assignments, lab instructions, summaries, notes
    Use of email for class and private discussions


    Note taker
    Audio recorded lectures
    Captioned films
    Extended time on exams and assignments
    Alternative testing arrangements/locations
    Instructions provided in multiple formats, including visual, aural and tactile
    Computer with voice output, spellchecker and grammar checker
    Concise oral instructions, clear written instructions and well organized visual aids


    Notetaker, scribes, lab partners
    Classrooms, labs and field trips in accessible locations, using accessible transportation
    Computer with speech input, voice output and alternative keyboard
    Wheelchair-friendly furniture and room arrangement (e.g., adjustable tables, space for a wheelchair, lab equipment located within reach)
    Use of ramps and raised platforms for student’s accessClass materials available in electronic formatExtended time for completion of activities


    Alternative assignments for oral presentations (e.g., written assignments, one-to-one presentation)
    Course substitutions
    Flexibility with in-class discussions (e.g., consider online discussion boards)

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