Dual enrollment provides students with the opportunity to take college-credit courses while still in high school. It may also introduce important differences in how disability accommodations are provided.
House Bill 1892 (HB1892) outlines the rights of students enrolled in dual enrollment courses. This legislation, new in 2026, confirms whether a course is taken on the campus of Mountain Empire Community College, online, or at the high school, accommodations for dual enrollment courses are provided by MECC under the Americans with Disabilities Act (ADA). This represents a shift from previous practices, where accommodations were determined and outlined by a students IEP or 504 plan and provided by high school staff under the Individuals with Disabilities Education Act (IDEA).
To ensure equal access, the Mountain Empire Community College Office of Disability Services provides reasonable accommodations for all dual enrollment students. This guidance document outlines how to dual enrollment students access accommodations, documentation requirements, and key differences between high school and college accommodations.
When should dual enrollment students contact the Office of Disability Services?
Any student enrolled in a dual enrollment course through MECC-whether on-campus, online, or at their high school-should contact the Office of Disability Services at Mountain Empire Community College as soon as possible after their enrollment to ensure timely access to accommodations.
This process includes:
- Completing an online intake form
- Submitting appropriate documentation
- Meeting with the Disability Coordinator to develop the Accommodation Request
- The Office of Disability Services will share the Accommodation Request with the instructor, in addition, the student remains responsible for discussing their needs with the instructor(s).
What documentation is required?
Documentation should support the student's disability and need for accommodations:
- Medical/Psychological Diagnoses (often reflected in a 504 Plan): Documentation from a qualified provider (e.g., physician, clinician, or specialist). A public school generated cover sheet is not sufficient.
- Learning Disabilities (often reflected in an IEP): A copy of the IEP and/or most recent psychoeducational evaluation.
Do instructors still have to follow the accommodations listed in the IEP/504?
While a student's IEP/504 can provide helpful background information, dual enrollment courses operate under the ADA rather than the IDEA.
This means colleges do not implement accommodations directly from a student's IEP/504. Instead, students must work with the Office of Disability Services to determine reasonable accommodations, which are outlined in an Accommodation Request.
Instructors are responsible for implementing the accommodations outlined in the Accommodation Request-not the IEP. Accommodations may be adjusted through this process to ensure they are reasonable and do not fundamentally alter the course.
What are the most common accommodations offered to students in college?
- Extended testing time (typically 1.5x)
- Reduced-distraction testing environment
- Read-aloud support for testing (via assistive technology)
- Use of a calculator (when appropriate)
- Audio recording lectures
- Alternative formats for course materials
- Preferred seating
High School vs. College: Accommodations and Expectations
Accommodations provide access-but do not lower academic expectations.
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High School |
College |
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Assignment extensions may be more flexible or built into accommodations. |
Extensions are not automatic, are based on documented need, and are approved on a case-by-case basis. |
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Attendance flexibility may be included in an IEP |
Attendance may be essential to course objectives |
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For assignments and projects with multiple parts, staff may work with a student to set pacing guide for completion. |
Students must set their own pacing structure and connect with instructor for guidance. |
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Reminders may be provided by teacher to prompt appropriate time management and pacing for assignment completion. |
Students must work to manage their own time, plan accordingly, and utilize organizational tools, such as planners, to ensure timely completion of work. |
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School officials may work and communicate directly with parents/guardians. |
Even with a FERPA release, college instructors first begin with their student when addressing learning needs as this promotes independence, personal responsibility, and autonomy. |
Mountain Empire Community College Disability Services Statement
Disability Resources and Services
Disability Support Services is provided within the Office of Student Services at Mountain Empire Community College. Our mission is to support students with disabilities through services that provide equal access to college classes, services, and events. Services are open to any student with a disability that provides appropriate documentation.
Definition of a Disability
Section 504 of the Rehabilitation Act of 1973 defines a person with a disability as a person:
- with a physical or mental impairment that substantially limits one or more major life activities.
- who has a record of the disability or
- who is regarded as having the disability
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High School |
College |
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Assignments and tests may be reduced or modified. |
Assignments and tests are not reduced or modified. |
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Test retakes may be allowed |
Retakes are generally not permitted. |
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Tests may be untimed or extend beyond 2.0x |
Extended testing time is typically 1.5x |
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Human readers may provide read aloud |
Assistive technology (e.g. screen readers) is used |
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Calculators may be broadly allowed |
Calculators are approved based on documented need. |
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Assignments/assessments may be resubmitted. |
Accommodations are not retroactive. Allowing retakes based on performance would change the purpose of assessments from point-in-time evaluation to repeatable practice, altering grading standards as applied to all students. |
CONTACT:
Dale Lee, Ed.D.
Disability and Leadership Counselor
DLee@mecc.edu
(276) 523-9108