访问服务

• 心理健康障碍(在美国所有大学中都在增加)
• 焦虑，抑郁，P.T.S.D.
• A.D.D./A.D.H.D.
• 阅读障碍，学习障碍
• 处理疾病
• 自闭症
• 身体残疾的
• 慢性健康残疾
• 视力和听力障碍

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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
• 录音
• 测试设施
• Access to assistive technologies/1:1 instruction with Laquida Williams is available
• 语音转文本程序
• 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 为 Students with Disabilities (.多克斯)

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的目的 medical documentation is to help establish the presence of disability and need 为 住宿服务. TCC接驳服务办公室 工作遵循AHEAD的文档指导方针. 欲了解更多信息，请 参观 之前的网站. 

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 残疾申报表 给无障碍服务人员. 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 为 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 in为mation regarding how he or she may be “limited 通过障碍.” (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 questionnai再一个nd interpreted, may be sufficient 为 establishing disability and 住宿需求. 

辅助文档:观察和交互 

The impressions and conclusions 为med by higher education disability professionals during interviews and conversations with students or in evaluating the effectiveness of previously implemented or provisional accommodations are important 为ms of documentation. Experienced disability professionals should feel com为table using their observations of students’ language, per为mance 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, 或者教育系统. 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(十二世). 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 叙述的一部分. 然而，所有形式的文档都是有意义的，而且应该是有意义的 挖掘相关信息.

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In order to ensure sufficient time to make provisions 为 appropriate accommodations and auxiliary aid(s), students must request to activate accommodations in a timely 的方式. Ideally, renewal 请求 are completed be为e the start of the new quarter, 或者在第一周内. Students not yet 注册 提供接达服务 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 为 请求 大多数情况下. 如果在相关截止日期之后提交请求，则Access Services will make every reasonable ef为t to activate but completed timeline may 根据提交日期进行调整. 

Accommodations 可以 be approved and activated throughout the quarter, but are not retroactive. Untimely 请求 may result in delay, substitutions or the inability to fulfill the 请求(年代). 

1. 替代教材查找所需材料需要3-6周的时间. 请提交教材 请求 尽可能早. 
2. If other accessible instructional materials are required, such as video captions or 其他资料 画布，允许最多5个工作日. 
3. Assistive Technology and training: Please allow up to 5 business days 为 required 提供工具和培训. 
4. 通信访问:如果您需要A.S.L. 或C.A.R.T. 服务请提交 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 请求 such as events, tutoring sessions, meetings with professors, etc. 

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目标的视频

• 申请批准的住宿和查看学生信息中心
• 请求 替代格式教材

目的指导

• 申请批准住宿说明(.多克斯)
• 请求其他格式说明(.多克斯)

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