Students with myalgic encephalomyelitis/chronic fatigue syndrome (ME/CFS) often struggle to achieve academic success not only due to symptom interference, but also because educators may lack an understanding of the cognitive and learning deficits that accompany the illness.
Traditional education research may lead teachers to employ less-than-effective strategies and accommodations to support students with this illness. Recent findings from neurocognitive research provide greater insight into the cognitive deficits that accompany ME/CFS and also suggest more effective classroom strategies.
The purpose of this paper is to outline the cognitive and classroom challenges faced by students with ME/CFS, and to provide examples of sensible accommodations for those problems. These accommodations are intended to improve the academic success of students with this debilitating illness.
Improving academic success for students with myalgic encephalomyelitis/chronic fatigue syndrome, by Faith Newton in Fatigue: Biomedicine, Health & Behavior
[Published online 6th February 2015]