Accessibility Resources (AR) manages accommodations for qualifying Tulsa Community College (TCC) students in compliance with the Americans with Disabilities Act and Section 504 of the Rehabilitation Act. In serving as advocates, AR staff partner with students to provide access to classroom instruction and college accommodations. AR is also a resource for TCC employees and community agencies regarding disability issues in post-secondary educational institutions. Students that use AR services benefit from accommodations, college resources, studying, and socializing. To receive accommodations in a timely manner, students should contact any of the AR locations in the "Contacts Info ..." section based on the campus they are attending. Students who are deaf and hard of hearing should contact the AR office at the Northeast campus.
Resources for Individuals Who are Deaf and Hard of Hearing.
Northeast Campus, Room AB224.
3727 E. Apache, Tulsa, Oklahoma 74115. (Map)
Voice: (918) 595-7428; Video Phone:(918) 894-5724; Text: (918) 809-1864.
Faculty Student Success Liaison-Professor Kathy Daily.
10300 East 81st St Rm 1127.
Tulsa, OK 74133.
Voice: (918) 595-8615.
Mission Statement: Learning and Communication are empowered through accessibility.
Contact Info by Campus - General campus information links and Accessibility Resources offices contact info.
General Contact info.
Voice: (918) 595-7115.
Text: (918) 809-1864.
Video Phone: (918) 894-5724.
The following link will open new window or tab, with a list TCC campuses. Once there, click on a campus link to find more specific info including maps: General Campus Location Info.
For assistance on a specific TCC campus you may contact or visit the locations below:
Voice: (918) 595-7115.
909 S. Boston Ave. Room MC331B. (Yellow/gold brick building, North end, 3rd floor, take North elevators, exit on 3, go left)
Tulsa, Oklahoma 74119.
Voice: (918) 595-7428.
Text: (918) 809-1864.
Video Phone: (918) 894-5724.
3727 East Apache St Room AB224. (2nd floor, West side near the flag poles.)
Tulsa, Oklahoma 74115.
Voice: (918) 595-7659.
10300 East 81st St Room 2209 & 2210, Building 2 (North entrance off of 81st, Center area, 2nd floor).
Tulsa, Oklahoma 74133.
Voice: (918) 595-7541.
7505 W 41st Street Room WC - I144. (1st floor)
Tulsa, Oklahoma 74107.
Faculty Student Success Liaison-Professor Kathy Daily
Voice: (918) 595-8615.
10300 East 81st St Rm 1127. (North Entrance, building 1--right side, 1st floor)
Tulsa, OK 74133.
How to Request services - New Students, Returning Students, Interpreter-Captionist Services
How to Request services:
New Students - Requesting services for the first time must:
- Meet all admissions and academic standards to attend Tulsa Community College.
- Self-identify and submit appropriate professional documentation in accordance with guidelines established by the Accessibility Resources (AR) Documentation can be:
- Turned in at the time of your intake appointment
- Emailed to: email@example.com
- Complete and submit the Accommodation Request Form below. Once you have completed this form, and we have received your documentation, you will be contacted within 48 hours to arrange a meeting:
Returning Students - Complete a Student Service Agreement (SSA) Accessibility Resources (AR) each Semester.
Returning students who wish to have services for a semester, may request services by completing a Student Service Agreement form. You may obtain the SSA from any AR location listed on the AR webpage. You will be asked to update information that has changed and then agree to understanding the AR Student Service Agreement terms by entering your initials.
Interpreter-Captionist -If you need an interpreter or captionist, please use the following form:
Disability Documentation Guidelines
Accessibility Resources (AR) Documentation Guidelines
The Association on Higher Education and Disability (AHEAD) has established seven basic principles to serve as the foundation for best practices used by post-secondary institutions in establishing disability documentation guidelines and determining accommodations for students with disabilities. As such, Tulsa Community College is guided by the following principles:
- Documentation should be reviewed on a case-by-case basis, examining the impact of the disability on the student and within the specific context of the request for accommodations;
- Determination of a disability should not require the use of any specific language;
- Presented documentation can be augmented by interview with the student and contact with the evaluator for needed clarification;
- Determination of accommodations is an interactive process and should not be dictated by any one party;
- Documentation of a specific disability does not translate directly into a specific accommodation or set of accommodations;
- Disability documentation should be treated in a confidential manner and shared only on a need-to-know basis;
- Information on the individual's disability is only one component of providing access; increasing overall accessibility through system change may reduce the need for individual accommodations.
- Documentation assists the Accessibility Resources (AR) professional staff member in establishing a student’s disability, understand how the disability may impact a student, and working with the student, make informed decisions about accommodations. Therefore, documentation of a disability should include:
- A diagnostic statement identifying the specific disability(ies), date of the current diagnostic evaluation and date of the original diagnosis;
- A description of the diagnostic criteria used;
- A description of the current functional impact of the disability;
- A description of how the disability affects the student's academic performance;
- A description of the expected progression or stability of the disability;
- Treatments, medications,and assistive devices currently prescribed or in use;
- Recommendations of specific reasonable accommodations needed for the student to participate in classes;
- Documentation must be typed on diagnosing professional’s official letterhead;
- Documentation must be signed and dated by the diagnosing professional and include the credentials of the diagnosing professional(s);
- An Individualized Education Plan (IEP), Section 504 Plan, Summary of Performance (SOP) or Response to Intervention (RtI) will be accepted for verification of disability.
- Accommodations will be determined by an interactive process between the AR professional staff member and student.
- Documentation or statements written by family members will not be accepted as appropriate professional documentation;
- Documentation will become the property of Tulsa Community College.
- Documentation can only be prepared by a person who is not a family member of the student and who is qualified by professional training and practice to diagnose and treat the impairment leading to the disability. Documentation should be typed or word-processed and printed on the letterhead of either the practitioner or the agency hosting the practice. Handwritten notes on prescription pads or handwritten treatment records will be reviewed by an AR professional staff member on a case-by-case basis. A high school 504 Plan, Individual Education Plan (IEP), history of Response to Intervention (RtI) or Summary of Performance (SOP) can be used to verify a student’s educational and accommodation history, and assist in determining a student’s accommodations at Tulsa Community College.
- All students attending Tulsa Community College must adhere to the rules and regulations set forth in the STUDENT CODE OF CONDUCT. No documentation will waive TCC's admissions policies, regulations regarding acceptable behavior, or course objectives and requirements.
All documentation of disability submitted to AR will be held in confidence and will become the property of Tulsa Community College. Disability documentation provided by a physician, psychiatrist, psychologist or other recognized professional is not subject to free access under the Family Educational Rights and Privacy Act of 1974 (FERPA). The information regarding a student’s disability will be shared by the AR on a limited basis, and then only when there is a compelling reason for such disclosure. This means that an instructor generally does not have a need to know what the disability of a student is, only that accommodations have been appropriately verified by an AR professional staff member. Faculty will be notified by written communication from the appropriate AR every semester with the student’s written permission. Students registered Accessibility Resources will hand-deliver notification letters to each of their instructors indicating their approved accommodations. Adapted materials from the Disability Resource Center at the University of Oklahoma and new
Association on Higher Education and Disability (AHEAD) documentation guidelines, 2012.
What Accommodations Really Mean
What Accommodations Really Mean
Accommodations are tools that grant students with disabilities access to educational opportunities. Accommodations are not intended to alter or lower the standards or expectations of a course or exam; they are designed to assist students in learning the same material and meet the same expectations as their classmates who do not have a disability. In certain cases, the AR needs professional documentation to support the request of certain accommodations.
Examples of Accommodations
Examples of Accommodations
- Alternative Format Books – Alternate format books include instructional materials, textbooks, and/or other reading materials presented in formats that are accessible by individuals with disabilities. Examples of alternate format books include audio books and books in PDF formats. Students requesting alternative format books should contact the Accessibility (AR) prior to the start of a semester.
- Assistive Technology and Training – Assistive technology refers to software or various tools that help people who have difficulty speaking, typing, writing, hearing, and/or seeing. Examples of assistive technology includes Assistive Listening Devices, Dragon Naturally Speaking, Screen Readers, among others. Individual assistance or training on assistive technology is available by appointment only.
- Reduced-Distraction and/or Extended Exam Time – Instructor exams, as well as the Accuplacer are administered in different reduced-distraction environments located on Accessibility Resources (AR) TCC campus. Depending on the nature of the disability, students can test for a longer period of time. All exams are administered by appointment only.
- Reading and Scribing – AR staff members are qualified to read an exam to a student and/or write his/her answers based on professional documentation. Readers and scribers are available as needed for exams by appointment, and they are not responsible for ensuring proper grammar and punctuation.
- Special Seating – Reserved seating, adjustable desks and/or chairs are available for students registered with the AR based on the student’s disability. Special seating can be placed in different locations of a classroom, e.g., front row, center, depending on the need. Special seating is also arranged through the AR for any TCC event.
- Note-taker – A note-taker is a qualified individual whose job it is to take notes for students who, due to their disability, find it difficult to take notes for themselves. The AR provides note-taking paper and assistance with recruitment of note-takers in the classroom. Students who would like to record class lectures may check out a digital recorder from the appropriate AR Counselor.
- Interpreting Services - Sign Language interpreters are available to deaf and hard of hearing students to facilitate communication in the classroom and other college activities.
- Speech-to-Text Services - are provided to facilitate real time access to students in the classroom and other college activities.
- Assistive Listening Devices - For hard of hearing or late-deafened students, we have a number of assistive listening devices, which may be checked out for use. Specialized stethoscopes can be checked out on a trial basis.
- Tutoring Services for students with hearing impairments - Open lab tutoring times are scheduled by the AR office at Northeast campus each semester. Students may also request individual tutoring through the AR office at Northeast campus.
Please contact the AR to request accommodations and services for classes and TCC activities.
Scholarships: TCC Foundation, which includes the Pam McGowan Scholarship
The Pam McGowan scholarship application is part of the TCC Foundation Scholarship Application system. The link below will take you to the application system where you will create a scholarship account if you haven't done so already--it may indicate that it is a survey, but it is an application. You may be asked to use your TCC credentials to sign in before being redirected to the application system. Once you have completed the application, the system will automatically submit your information for all available TCC scholarships for which you qualify. You have to be signed into MyTCC: https://mytcc.tulsacc.edu before trying the " Scholarship Information Release (also known as:"Survey" or "Scholarship signup") link that is on the scholarship information page.
The Pam McGowan scholarship
The Accessibility Resources (AR) is proud to present the 2019 Pamela McGowan Scholarship. Eight (8) students will be selected to receive one (1) $500 scholarship to be used for tuition, fees, books, and academic (tutoring) assistance for the Spring 2019 semester. These scholarships are generously and graciously funded by the TCC Foundation as a means of creating an educational environment that fosters academic success and removes educational barriers from college students.
TCC students with a documented learning, emotional or physical disability:
- Who are registered with Accessibility Resources.
- Have a 2.5 GPA.
- Are currently enrolled in at least 6 credit hours.
When Does the Application Process Start?
Check with the scholarship page as mentioned above: Scholarship Info. Recipients of the Pamela McGowan AR Scholarship will be notified via email.
To make the application process easier, have the items below available before starting:
- A statement indicating personal, professional and career goals
- A statement indicating extra-curricular Activities
- A statement indicating self-advocacy and self-determination strategies used in high school and college
- A statement indicating the impact that the Accessibility Resources has had on continuing your education
- A statement indicating the impact of your disability on your educational goals
- The contact information, i.e., full name (first and last), email address, and telephone number (with area code) of a professor, current employer, minister, vocational rehabilitation professional, or director/academic counselor not affiliated with the AR office who can provide a letter of recommendation. Please notify this individual of your application for the Pamela McGowan Scholarship so that he/she can be aware of an email that will be sent to him/her requesting this letter.
Resources: Handouts and Booklets
Handouts and Booklets
Oklahoma AHEAD: Differences between High School and Post-Secondary - Students with Disabilities Transition from High School to College.
U.S. Department of Education A TRANSITION GUIDE TO POSTSECONDARY EDUCATION AND EMPLOYMENT FOR STUDENTS AND YOUTH WITH DISABILITIES: Transition Guilde in PDF format.
Transition Guide for Educators on the Office of Civil Rights site: Transition of Students With Disabilities To Postsecondary Education: A Guide for High School Educators
Individuals with Disabilities Education Act (IDEA) website - POLICY GUIDANCE: A Transition Guide to Postsecondary Education and Employment for Students and Youth with Disabilities (May 2017)
Resources - Accessibility Law, Responsibilities, and Information
Accessibility Law, Responsibilities, and Information
The Department of Education has information regarding student transition from high-school to post-secondary institutions and rights and responsibilities for students and post-secondary institutions.
- Questions and answers on disability discrimination under Section 504 and Title II.
United States Department of Education Office of Civil Rights Publication. More and more high school students with disabilities are planning to continue their education in post-secondary schools, including vocational and career schools, two and four-year colleges, and universities. As a student with a disability, you need to be well informed about your rights and responsibilities as well as the responsibilities post-secondary schools have toward you. Being well informed will help ensure you have a full opportunity to enjoy the benefits of the post-secondary education experience without confusion or delay. Knowing your Rights and Responsibilities.
- Students with Disabilities Preparing for Post-secondary Education.
- Auxiliary Aids and Services for Post-secondary Students with Disabilities: Higher Education's Obligations Under Section 504 and Title II of the ADA
- Department of Education Issues Dear Colleague Letter to Provide Guidance Under Amended ADA Legal Standards.
The "Dear Colleague Letter" provides Guidance Under Amended Legal Standards. The Department of Education's Office for Civil Rights has issued a Dear Colleague letter concerning the Americans with Disabilities Act Amendments Act. The letter provides additional guidance on the requirements of the Americans with Disabilities Act and Section 504 of the Rehabilitation Act in elementary and secondary schools, given the changes to those laws made by the Amendments Act.
The ADA home page offers information and technical assistance on the Americans with Disabilities Act.
- Revised ADA Requirements: Service Animals.
- Testing Accommodations.
- Guidance on the 2010 ADA Standards for Accessible Design.
The Disability Rights Section works to achieve equal opportunity for people with disabilities in the United States by implementing the Americans with Disabilities Act.
Oklahoma's EITA law reflects an ongoing commitment to provide access to information resources and technologies to individuals with disabilities.
Ability Resources: "Our mission is to assist people with disabilities in attaining and maintaining their personal independence. One way this can be achieved is in the creation of an environment in which people with disabilities can exercise their rights to control and direct their own lives."
OK-AHEAD's Mission: "To further full participation for individuals with disabilities in Oklahoma post-secondary education through collaboration, information dissemination, advocacy, professional and policy development, and research, Oklahoma Association on Higher Education and Disability continues its mission for disability service providers and the students they serve."
The ODC is an independent state agency whose purpose is to help state government develop policies and services that meet the needs of Oklahomans with disabilities. The ODC serves as a resource, to people with disabilities, who want to present their views and recommendations to the Governor, the State Legislature and State agencies.
Resources: Why & How - Making Information and Communication Technology (Websites, Electronic Documents, Videos, Audio) Accessible
Accessibility Law, Responsibilities, and Information
Why do we have to make Information and Communication Technology (ICT) section 508 accessible?
- It is the Law under the Americans with Disabilities Act (ADA), Federal Rehabilitation act Sections 504 & 508, and Oklahoma's Electronic and Information Technology Accessibility (EITA) act. Section 508 does not directly apply to Higher Ed. however, because we receive federal funding and because Oklahoma's EITA is based on Section 508 and because 508 has been changed to align with international standards, it is an appropriate measure and guide for gauging and implementing web accessibility.
- We accept federal funding. When out of compliance, we risk loosing federal funding.
- Students like going to accredited schools.
- Lawsuits are expensive.
- Having to add accessibility may be time consuming, difficult and impossible.
- Making ICT accessible makes it more accessible for all.
Is it ICT?
Generally speaking it is information in electronic form, e.g: Word documents, PowerPoints, PDF's, Online Surveys, E-mail and Websites, tools to make the aforementioned, and the hardware or technology used to present and allow interaction. More from the Access-Board.gov ICT Refresh Final Rule: Text of the Standards and Guidelines Section E103, roughly paragraph 17:
"...Information and Communication Technology (ICT). Information technology and other equipment, systems, technologies, or processes, for which the principal function is the creation, manipulation, storage, display, receipt, or transmission of electronic data and information, as well as any associated content. Examples of ICT include, but are not limited to: computers and peripheral equipment; information kiosks and transaction machines; telecommunications equipment; customer premises equipment; multi-function office machines; software; applications; Web sites; videos; and, electronic documents..."
Who is responsible for making or ensuring that ICT is accessible?
Generally, accessibility is everyone's job. More specifically related to ICT, it is the responsibility of the creator, developer, acquirer, or purchaser of ICT.
What does accessible mean?
"The standards developed by the Access Board explain the detailed technical and functional performance criteria that will determine whether a technology product or system is `accessible.'
In general, an information technology system is accessible to people with disabilities if it can be used in a variety of ways that do not depend on a single sense or ability. For example, a system that provides output only in audio format would not be accessible to people with hearing impairments, and a system that requires mouse actions to navigate would not be accessible to people who cannot use a mouse because of a dexterity or visual impairment. Section 508 focuses on the overall accessibility of electronic and information technology systems, not on providing accommodations at individual worksites. Section 501 (504 for TCC) of the Rehabilitation Act requires Federal agencies to provide reasonable accommodations for individuals with disabilities; it generally covers individual worksites but not overall technology systems. Even with an accessible system, individuals with disabilities may still need specific accessibility-related software or peripheral devices as an accommodation to be able to use it. For example, in order to use an accessible word-processing program, a person who is blind may need add-on software that reads text aloud; if the word-processing program could not be made compatible with a screen-reading program, it might not be accessible."
How do you know if a website or electronic document is accessible?
Typically you are either planning to create ICT or you are looking at existing ICT. If you are planning ICT you have the advantage of being able to reference:
- U.S. Access Board standards and guidelines.
- Section508.gov - Create Accessible Digital Products.
- W3C WAI Making the Web Accessible.
- Additional links to tools, guides, and tutorials listed below.
If you are looking at existing ICT you can first check it for accessibility before deciding to use it. Checking can start with an automated tool, but at this point in time you still have to do manual checks. A short list of guides and tools for creating and checking ICT is available below.
Blackboard 9.1 Accessibility.
- Design Accessible Content.
- Accessibility Features.
- Best Practice: Formatting Accessible Documents.
- Best Practice: Using Tests With JAWS.
- Blackboard Accessibility.
Electronic Document Accessibility (PDF's Word Documents, PowerPoints, ... etc.)
- NCDAE.org Cheetsheets/Guides for creating accessible content (Word, PowerPoint, PDF's.
- Microsoft Accessibility - Training Videos and Tutorials.
- Microsoft Office - Accessibility Checker:
- Microsoft - Office 365: Accessibility.
- Microsoft - Make your Word documents accessible.
- Microsoft - Make your PowerPoint documents accessible.
- Microsoft - Make your Excel spreadsheets accessible.
- Microsoft - Make your Outlook email accessible.
- Microsoft - Make your Skype for Business meetings more accessible.
- Microsoft - Create accessible PDF's.
- Office Accessibility Center - Resources for people with disabilities.
- PDF- Adobe Acrobat - Create and verify PDF accessibility (Acrobat Pro).
- PAC 2 - PDF Accessibility Checker.
- National Clearinghouse of Rehabilitation Training Materials (NCRTM)
- WebAIM - PDF Accessibility: Acrobat and Accessibility.
- European Internet Inclusion Initiative - eAccessibility checker (Still under development. Good for PDF's and HTML).
Most Microsoft Office products should allow you to create accessible math. In case there is a need for additional tools:AsciiMATH - One method for providing math equation accessibility is using ASCII Math. Equations written in AsciiMath are easily read by screen readers and Braille display devices. Writing your equations in AsciiMath format will usually allow you to enter them into equation editors such as those within Microsoft Word.
There is more to this than the Voluntary Product Accessibility Template (VPAT). Anyone who makes purchases for an institution, not just the purchasing department, is a purchasing agent. By law, It is your responsibility as a purchasing agent to make sure that the ICT you are acquiring is accessible.
A VPAT does not automatically make the ICT accessible. You have to do some checking. Here is advise, questions and guides that other institutions have developed to help you verify ICT product accessibility.
Stockton University has a page called Evaluating Publisher Content for Accessibility in which you will find an excellent set of questions for checking specific aspects of publisher content including: Accessibility Documentation, Product support, Instructional web site, Video based content, Audio based content, Hard copy text, Electronic text, Data/document repositories, Interactive tools and simulations, and finally, accessibility links for major publishers.
Video & Audio Accessibility
- Audio Description - Webinars from 3Playmedia.
- Captioning & related webinars- 3Playmedia.
- Captioning - YouTube Do-it-yourself transcription & translations (Captions and Description).
- Captioning - NCDAE.org Captioning YouTube videos.
- Captions, Transcripts, and Audio Descriptions - WebAIM.
- Create Closed Captions using Dragon Naturally Speaking (DNS) and YouTube - Iowa State University - Covers:
- Converting Video to Audio using Video Lan Client.
- Transcribing DNS. The EAC has DNS. Please contact the EAC for more info.
- Retraining Dragon Naturally Speaking.
- Syncing Transcription to Video using YouTube.
Besides video, audio also needs to be accessible:
- Providing a transcript of the audio or,
- Recording or converting the audio as/to a video and captioning it.
- 3PlayMedia: Tips for Making Web Video & Audio Accessible
Tools for converting voice or speech-to-text.
- Article from Make Use Of: The Best (Free) Speech-to-Text Software for Windows.
- Identifying Web Accessibility Issues - NCDAE.org. The page includes a video. If you have problems viewing it, try viewing the video on YouTube.com.
- Testing Web Content for Accessibility - WebAIM - Quick Reference .
- Using NonVisual Desktop Access (NVDA) to Evaluate Web Accessibility.
- How to do an Accessibility Review - Google.
- Keyboard Accessibility info/guide from WebAIM.org.
- General info about Accessibility Evaluation tools - WebAIM. You will have to perform manual checks. Remember: Do not rely on fully automated tools to check for accessibility. They can not perform important checks such as: keyboard navigation, form accessibility, text contrast with backgrounds, important text embedded in pictures (pictures of text) and others.
- Accessible Form Controls, techniques, Advanced Form Labeling and Form Validation:;
- Form Accessibility: General info/guide from WebAIM.org.
- Form Accessibility: Accessible form controls.
- Form Accessibility: Usable and Accessible Form Validation and Error Recovery.
- Error Identification: WCAG 2.0 - Understanding Success Criteria 3.3.1:
- P.O.U.R.:Constructing a Perceivable, Operable, Usable, Robust (POUR) Website - from WebAIM.org.
- Web Accessibility for Designers - from WebAIM.org.
- WC3 - How to Meet WCAG 2.0: A customizable quick reference to Web Content Accessibility Guidelines (WCAG) 2.0 requirements (success criteria) and techniques: This is what Section 508 is based upon. WCAG 2.0 Level AA is what the Access Board has decided upon for new Section 508 standards.
Resources: How to get textbooks in ebook, etext or digital formats.
BEFORE YOU BUY BOOKS...
If you are enrolled and need alternative textbooks, audio or ebooks, please start with option 1. If you are unable to acquire an ebook by using options 1 and 2, and you have a documented print-related disability, then option 3 is the step to take. If you are looking for an audio book, most ebook, etext or Digital Editions can be read aloud by software or hardware, and can be searched. Publishers and book sellers may also have software or a web application on their site that you sign into for reading the ebooks.
The book may be included with the course. Often a textbook is indicated as "all inclusive" or "includED" which means that it will be provided at the book publisher's Learning Portal which is usually accessed through Blackboard. Etext may also come as part of a package as indicated with "card with access code" or "instant access"--you use a code at the publisher's website to access the ebook. After paying for classes, you may receive an email (from your instructor) with a link to the publisher's website and a code. These eBooks typically are searchable and have some accessibility features including font size and a read aloud feature. You can often add an extension to your web browser to allow you to change text to white with a black background. Fonts in your web browser can also be changed to help with dyslexia, dyscalculia, and dysgraphia
Look for the ebook online that may already be available for your class. Search using the ISBN or search using the book title, edition and author. ISBN numbers are 10 or 13 digit numbers used for uniquely identifying the book. You might find them in your class syllabus, or within the first four to ten pages of book(s), or when you go to TCC's bookstore to lookup books using your class schedule info or the CRN, aka Course ID. There are sources that can help you locate eBooks or printed books: Students can purchase or rent books/etextbooks from places such as Vital Source, the publishers website, Amazon and our Bookstore -- usually in PDF format. Students can cut-out the middle man (EAC) by checking these places before buying printed textbooks or contacting the EAC.
Vital Source - Good source for accessible etexts/ebooks//digital books. Search by 10 or 13 digit ISBN--also try title. This may also provide publisher name.
Vital Source Special Request (link for Instructors, Librarians and Accessibility Resources staff) Form for Assistance needed with contacting the publisher to find an Accessible eTextbook or file. TCC/EAC will use this.
Publisher: BVT Publishing. - offers etext/ebooks/digital books, either individually or in package deals.
Publisher: Cengage Learning. - offers etext/ebooks/digital books, either individually or in package deals.
Publisher: MCGraw-Hill Higher Ed. - offers etext/ebooks/digital books, either individually or in package deals.
Publisher: Pearson. - offers etext/ebooks, either individually or in package deals.
AHA Press Store, Digital. - Medical Coding including ebook format. ICD-10-CM and ICD-10-PCS Coding Handbook.
Optum360 Coding. - Medical Coding including ebook format. ICD-10-CM Professional for Hospitals.
Campusbooks.com. - Great site for finding low prices for rental and purchase.
Kindle apps: Audio Accessibility Features.
- Listen to an Audio Companion.
- Kindle for PC Accessibility Features.
- Kindle for PC Keyboard Shortcuts.
- Kindle for Mac Keyboard Shortcuts.
If you have a documented print-related disability, and you can't find an accessible ebook (software can read it out loud) or audio book for your class, start an email as follows.
Please start the subject line with:
Publishers want to see that someone has purchased the book before sending an accessible copy. Accessible formats may be available, but they are not free. We will need to see the Book and receipt. You can present these at any Accessibility Resources (AR) location. We can scan the receipts, and record your information and book information. If you can't make it to an AR office, take a legible photo of the receipt with book cover. Create email, and address to firstname.lastname@example.org and attach the photos.
In the body of your email please include:
- First and Last name.
- Your College Wide ID.
- Book Titles and editions.
- ISBN numbers - are 10 or 13 digit numbers used for uniquely identifying the book. You might find them in your class syllabus, or within the first four to ten pages of book(s), or when you go to TCC's bookstore to lookup book using class schedule info, or on either cover of the book.
Finally, please email your ebook and audio book requests to: email@example.com