Welcome to Spring Quarter.

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Access Services

About Us

Access Services provides reasonable accommodations and support services for students with disabilities in accordance with the ADA (as amended) and Section 504 of the Rehabilitation Act. Access Services supports the social and identity models of disability, celebrating disability as an integral part of diversity on our campus. Our goal is to provide access and equitable opportunity in the classroom while promoting the use of Universal Design in our classrooms and beyond.

Updates from Access Services

Status: Closed, but open remotely

Classes will continue to be held online for the spring and summer 2021 quarters. 

Our team wants to assure you that Access Services is here and available to serve you remotely. We will be working hard to deliver the accommodations you need for the online learning experience.  


Contact Us

There are several options for you to choose from in order to contact and communicate with us remotely, such as email, Zoom video and text.  

Option 1: Email

Send an email to the Access Services Main Email: access@tacomacc.edu

Allow 1-3 business days response time.

Option 2: Phone/Text Message

Call or send a text message to the brand-new Access Services Google number at: 360-504-6357

Messages are checked once daily. Allow 1-3 business days response time.

Option 3: Zoom Video Meeting

Access Services staff are available to schedule a video call with you. Please request this service in advance by emailing access@tacomacc.edu or calling: 360-504-6357

A team member will contact you to confirm the appointment.

Zoom video includes a chat box feature for typing. If you do not have a computer or smart phone, there is a phone number provided you can use to “call into” the meeting just like a regular phone call appointment.

What is the Interactive Process?

If you are a student with a disability and think you are in need of accommodations, you must self-identify to Access Services and complete an intake appointment to establish services.



If you are a student with a disability and think you are in need of accommodations, you must self-identify to Access Services and complete an intake appointment to establish services. The intake appointment is an interactive process allowing for an in-depth conversation between the student and Access Services staff. This confidential appointment includes discussion and verification of the student’s disability, barriers and challenges, and potential accommodations. The student’s unique situation and classes are taken into consideration when determining and approving accommodation services. Sometimes an immediate determination cannot be made during the intake depending on the complexity of the accommodation request. If this is the case, staff will explain next steps to the student, which include gathering more information to assist in reaching a determination. During the interactive intake appointment, the student will receive information about their own responsibilities, next steps and professor communication. 

What paperwork is required?

The purpose of medical documentation is to help establish the presence of disability and need for accommodation services. TCC Access Services office works to follow AHEAD’s guidance on documentation guidelines. For more information, visit the AHEAD website. 

Sources and Forms of Documentation 

Acceptable sources of documentation for substantiating a student’s disability and request for particular accommodations can take a variety of forms: 

Primary Documentation: Student’s Self-report 

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. 

Secondary Documentation: Observation and Interaction 

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 student narrative and self-report. 

Tertiary Documentation: Information From External or Third Parties 

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. This information is inclusive of documents that reflect education and accommodation history, such as Individual Education Program (IEP), Summary Of Performance (SOP), and teacher observations (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. However, all forms of documentation are meaningful and should be mined for pertinent information.

Timeline for requesting services

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. 

Some accommodations take longer than others to implement. Below is a list of services and timeline for requests in most circumstances. If a request is submitted after the relevant deadline, Access Services will make every reasonable effort to activate but completed timeline may be adjusted based on submission date. 

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: It can take up to 3-6 weeks to locate required materials. Please submit textbook requests as early as possible. 
  2. If other accessible instructional materials are required, such as video captions or other materials in Canvas, allow up to 5 business days. 
  3. Assistive Technology and training: Please allow up to 5 business days for required tools and training to be provided. 
  4. Communication Access: If you require ASL or CART services please submit your request and class schedule as early as possible, ideally before the start of the quarter. 
  5. Advance notice of 48 hours is required for individual requests such as events, tutoring sessions, meetings with professors, etc. 

What is AIM?

AIM is a confidential database that helps track student information and implementation of accommodation services. Each student registered with Access Services will have a student profile inside AIM. Inside your profile, students can sign Agreement Forms, upload disability documentation, request and renew accommodations each quarter, view the Message Center and more.

New Student Application
AIM Student Login

New Student Application

If you are not yet registered with Access Services, please complete the New Student Application. 

New Student Application

AIM Student Login

AIM uses single-user sign-on. This means students will use their TCC email address as the username and your unique student password. 


Request or Renew Accommodations

Below are instructions describing how students can request new disability accommodations or renew approved disability accommodations.

Student Rights and Responsibilites

Tacoma Community College is committed to providing equal access to educational opportunities for qualified students with disabilities, in accordance with state and federal laws.


Resources and Technology

Access Services offers guidance on various accommodations and assistive technology.

Find out more here.

Faculty and Staff

Access Services strives to guide TCC faculty and staff as they teach and support students with disabilities.

Faculty and staff resources are available here.