Navigating Disability Accommodations in Dual Enrollment – Dual Enrollment

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 Virginia Western Community College, online, or at the high school, accommodations for dual enrollment courses are provided by Virginia Western 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 Virginia Western 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 Virginia Western–whether on-campus, online, or at their high school–should contact the Office of Disability Services at Virginia Western 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 a Disability Counselor to develop an Accommodation Access Plan, referred to as an AP.
The student is responsible for sharing the Accommodation Access Plan with their 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)
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 Access Plan (AP).

Instructors are responsible for implementing the accommodations outlined in the Accommodation Access Plan (AP)–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-2.0x)
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.

High School	College
Assignments and tests may be reduced or modified.	Assignments and tests are not reduced or modified.
Test retakes may be allowed	Retakes are generally not permitted.
Tests may be untimed or extend beyond 2.0x	Extended testing time is typically 1.5x – 2.0x
Human readers may provide read aloud	Assistive technology (e.g. screen readers) is used
Calculators may be broadly allowed	Calculators are approved based on documented need.
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.
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.
Attendance flexibility may be included in an IEP	Attendance may be essential to course objectives
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.
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.
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.

Virginia Western Community College Disability Services Statement

Virginia Western Community College is committed to ensuring equitable access to learning for all students. If you anticipate or encounter any barriers to learning in this course, please discuss these concerns with your Dual Enrollment instructor.

In accordance with the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act of 1973, Virginia Western Community College provides reasonable accommodations to qualified Dual Enrollment students with documented disabilities.

Students taking dual enrollment courses through Virginia Western, who also qualify for reasonable accommodations due to the impact of their disability, should contact the Office of Disability Services (ODS) immediately after enrollment to initiate the accommodation process and ensure timely access to necessary accommodations.

The Office of Disability Services should be consulted if there are questions regarding the reasonableness of accommodations and their potential impact on essential course outcomes.

For more information about the Office of Disability Services, including how to apply for accommodations, please visit the website or contact:

Hillary M. Holland, LPC
Disability Counselor/ADA Coordinator
Office of Disability Services
Strauss Family Student Life Center, S207
hholland@virginiawestern.edu
540-857-6488

Emily G. Scott
Student Accessibility Specialist
Office of Disability Services
Strauss Family Student Life Center, S207
egscott@virginiawestern.edu
540-857-6567