Access Services

• 心理健康障碍(在美国所有大学中都在增加)
• Anxiety, Depression, P.T.S.D.
• A.D.D./A.D.H.D.
• Dyslexia learning disabilities
• Processing disorders
• Autism
• Physical disabilities
• Chronic health disabilities
• Vision and hearing disabilities

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• 协助学习自我宣传技巧和工具
• 在课堂上协助记笔记
• Audio recording
• Testing accommodations
• Access to assistive technologies/1:1 instruction with Laquida Williams is available
• Speech to text programs
• 替代性教科书住宿
• 翻译和实时字幕

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• Differences Between High School and College for Students with Disabilities (.docx)

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The purpose of medical documentation is to help establish the presence of disability and need for accommodation services. TCC Access Services office 工作遵循AHEAD的文档指导方针. For more information, visit the AHEAD website. 

Students who do not have access to educational or medical records, reports and assessments created by health care providers, school psychologists, teachers, or the educational 系统中，会要求填写并返回 the disability declaration form to Access Services staff. 此表格是必需的，需要事先填写 与您的住宿专家会面.

文件的来源和形式 

Acceptable sources of documentation for substantiating a student’s disability and 对特殊住宿的要求可以采取多种形式: 

主要文件:学生自我报告 

The student is a vital source of information regarding how he or she may be “limited by impairment.” (xi) A student’s narrative of his or her experience of disability, barriers, and effective and ineffective accommodations is an important tool which, when structured by interview or questionnaire and interpreted, may be sufficient for establishing disability and a need for accommodation. 

辅助文档:观察和交互 

The impressions and conclusions formed by higher education disability professionals during interviews and conversations with students or in evaluating the effectiveness of previously implemented or provisional accommodations are important forms of documentation. Experienced disability professionals should feel comfortable using their observations of students’ language, performance and strategies as an appropriate tool in validating 学生叙述和自我报告. 

第三方文件:来自外部或第三方的信息 

Documentation from external sources may include educational or medical records, reports and assessments created by health care providers, school psychologists, teachers, or the educational system. 此信息包括反映 education and accommodation history, such as Individual Education Program (IEP), Summary 工作表现(SOP)及教师意见(xii). External documentation will vary in its relevance and value depending on the original context, credentials of the evaluator, the level of detail provided, and the comprehensiveness of the narrative. 然而，所有形式的文档都是有意义的，而且应该是有意义的 mined for pertinent information.

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In order to ensure sufficient time to make provisions for appropriate accommodations and auxiliary aid(s), students must request to activate accommodations in a timely manner. Ideally, renewal requests are completed before the start of the new quarter, or within the first week. Students not yet registered with Access Services must first complete a confidential intake appointment with a staff member to discuss and determine reasonable accommodations. 

一些调整比其他调整需要更长的时间来实施. 以下是服务列表和时间表 for requests in most circumstances. 如果在相关截止日期之后提交请求，则Access Services will make every reasonable effort to activate but completed timeline may 根据提交日期进行调整. 

Accommodations can be approved and activated throughout the quarter, but are not retroactive. Untimely requests may result in delay, substitutions or the inability to fulfill the request(s). 

1. Alternative Textbook Materials查找所需材料需要3-6周的时间. Please submit textbook requests as early as possible. 
2. If other accessible instructional materials are required, such as video captions or other materials in 画布，允许最多5个工作日. 
3. Assistive Technology and training: Please allow up to 5 business days for required 提供工具和培训. 
4. 通信访问:如果您需要A.S.L. or C.A.R.T. services please submit your 尽早申请并安排上课时间最好是在本季度开始前. 
5. 需要提前48小时通知 individual requests such as events, tutoring sessions, meetings with professors, etc. 

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AIM Videos

• 申请批准的住宿和查看学生信息中心
• Request 替代格式教材

AIM Guides

• 申请批准住宿说明(.docx)
• 请求其他格式说明(.docx)

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