Utah State University (USU) is committed to providing students with disabilities reasonable accommodations to facilitate equal access. Because students in Concurrent Enrollment courses earn USU credits, disability accommodations in these courses are coordinated through USU's Disability Resource Center (DRC).
Students who would like to request accommodations should submit a DRC application as early as possible and provide any supporting disability-related documentation or educational records.
Many Concurrent Enrollment students already receive accommodations through a high school Individualized Education Program (IEP) or Section 504 Plan. An IEP or 504 Plan can provide helpful information about a student's disability, disability-related needs, and accommodations used in high school. However, accommodations approved by a high school do not automatically apply to a USU Concurrent Enrollment course.
Accommodations for USU Concurrent Enrollment courses are determined through a case-by-case, individualized interactive process.
Purpose of Accommodations in Higher Education Courses
At the college level, disability accommodations remove environmental and structural barriers to provide equal access--without altering what a student is expected to learn or demonstrate. Accommodations do not guarantee a specific grade or make a course easier; rather, they preserve course standards while ensuring equal opportunity.
The goal is to provide the student with a meaningful opportunity to:
- Engage in the same course activities as other students, even if a different method of participation is needed.
- Access the same information and course content as other students, even if provided in a different format.
- Demonstrate the same knowledge and skills expected of other students, even if a different setting, format, or amount of time is needed.
By contrast, some supports used in high school may do more than provide access. They may change the information available to the student during an assessment, provide additional opportunities to demonstrate mastery, or otherwise modify how achievement is evaluated.
A helpful question is whether the accommodation allows the student to access or demonstrate the same learning as other students, or whether it changes what the student is expected to know or demonstrate. A support can be helpful to a student without being required for equal access to the course.
When considering a request, the DRC generally asks two questions:
- Is the accommodation necessary for equal access?
We look at the individual student rather than simply the disability or the accommodations they previously received. We consider how the disability affects the student, what barrier the student encounters in the course, and whether the requested accommodation is necessary to provide the student with the same opportunity to learn or demonstrate knowledge as other students. - Can the accommodation be reasonably provided without fundamentally altering an essential element of the course?
If an accommodation is needed for disability-related access, we also consider how it would affect the particular course, assignment, or assessment. We consider whether the accommodation would allow the student equal access while preserving the essential knowledge, skills, or requirements the course is intended to teach or measure.
Disability Documentation
Eligibility for DRC services and accommodations is based on how a disability currently affects the student. Documentation should identify the disability and describe its impact in the academic environment.
The DRC application includes an opportunity to upload digital copies of supporting documentation, such as healthcare-provider documentation or educational records like an IEP or 504 Plan. Students are encouraged to upload any available documents when they apply.
The DRC considers all relevant information, which may include healthcare-provider documentation, educational records such as IEPs and 504 Plans, the student’s self-report, and direct observation.
Approving Accommodations
Direct Approval:If submitted documentation clearly establishes the need and reasonableness of an accommodation, it may be approved without a meeting.
Interactive Consultation: If additional information or discussion is needed, the student will be invited to meet with a DRC Accessibility Consultant.
Information for Parents and Guardians
Parents and guardians often play an important role in helping students navigate accommodations during high school, and we welcome your support as your student begins college-level coursework. Students are welcome to include a parent, guardian, or support person in meetings with the DRC. Because students are our primary partners in this process, we share information about your student with family members when your student has given permission. Families are always welcome to share information with us, and we encourage you to talk with your student about how you would like to be involved.
Information for High School Counselors and 504 Coordinators
High school counselors, special education professionals, and 504 coordinators are important partners in helping students access accommodations in Concurrent Enrollment courses.
You can support students by:
- Letting students know, as early as course selection, that Concurrent Enrollment accommodations require separate DRC approval..
- Encouraging prompt submission of a DRC application before Concurrent Enrollment courses begin.
- Assisting with documentation gathering including relevant educational and healthcare records.
- Guiding high school instructors on how to implement approved DRC accommodations.