It is great that you are jumping on this for your child.
The following is from a conference presentation I did last spring.
There are many potential accommodations for a student with Lyme or other tick-borne illness. As with any other child receiving special education services the accommodations or modifications should always be made based on the individual needs of the student. The nature of Lyme disease and other tick-born illnesses require that the accommodations and support be flexible and suit the changing needs of the child.
IEP and 504 teams could consider the following accommodations:
(a) Support level, increase the amount of personal assistance for a child. For example, assign a peer buddy or teaching assistant to the student with Lyme, or implement peer tutoring. Additionally, a teacher may have to check in more frequently about extended projects to make sure the child is still focused on his task.
(b) Learning volume, adjust the number of items the student is expected to complete to his assessed level of competency. For example, a teacher could reduce the number of social studies terms the student must learn at any one time.
(c) Time, extend the time the student is allotted and allowed for learning, task and project completion, or testing.
(d) Instruction variety, the teacher may adapt the methods by which instruction is delivered to the student with Lyme. This could be accomplished by using visual aids, planning out more specific examples, offering more hands-on activities, and using cooperative groupings.
(e) Skill level, adjust the skill level, problem type, or the rules on how the student may approach his work. For example, the teacher could allow the student to use a calculator, the teacher could simplify task directions, and change rules to accommodate the student’s specific needs.
(f) Response, the teacher could be willing to adapt to how the student responds to instruction. That could include allowing the student to respond verbally rather than in writing, letting the student show solutions, and granting the student the opportunity to use a scribe or assistive technology.
(g) Participation, shorten the student's schedule, where necessary, by adapting the extent to which the student is actively involved in a task.
(h) Alternation, adapt the goals or outcome expectations while using the same materials. For example, in geography class, have the student learn only state names and locations rather than state names, locations, and capitals.
I hope the process goes smoothly.