City Colleges of Chicago is committed to creating learning environments that meet the needs of our diverse student body and the city of Chicago. Learn more about our resources and ACCESS Centers, and how we support students and community members with disabilities, below. You can also read more about how City Colleges complies with all federal laws to create inclusive work and learning environments here.
To achieve our goal of disability equity, City Colleges convened a committee in June 2021 to create an Accessibility Plan. The committee consists of five subcommittees to address accessibility in the following areas:
The committee relied on the expertise of staff with input from students and faculty to evaluate the current state of accessibility at City Colleges and propose recommendations. Those recommendations and more are outlined in the Accessibility Plan linked below.
Download the plan here.
If you have any questions regarding City Colleges’ Accessibility Plan, please email accessservices@ccc.edu
Mission
We provide students with ACCOMMODATIONS that help to eliminate barriers to COMMUNICATION. With student’s COOPERATION, we foster an environment of EQUITY and SUPPORT in order to ensure quality SERVICES.
We are the ACCESS Centers.
Director William Powell, wpowell3@ccc.edu
Phone: (312) 553-3050
Location: Harold Washington College, Room 107
In-Person and Virtual Hours of Operation:
Virtual Meeting Room: Visit the Harold Washington College ACCESS Center’s Virtual Meeting Room here.
Visit the Harold Washington College ACCESS Center website here.
Director Lauren Daley, ldaley@ccc.edu
Phone: 773-907-4725
Location: Truman College Main Building, Room 1435
In-Person Hours of Operation:
Virtual Hours of Operation:
Virtual Meeting Room: Visit the Truman College ACCESS Center’s Virtual Meeting Room here.
Visit the Truman College ACCESS Center website here.
Director Tanya Cox, tcox11@ccc.edu
Phone: (773) 602-5278
Location: Kennedy-King College, W-Building, Room W-108
In-Person Hours of Operation: Monday – Thursday, 9:00 a.m. to 5:00 pm.
Virtual Hours of Operation: Monday – Thursday, 10:00 a.m. to 2:00 p.m.
Virtual Meeting Room: Visit the Kennedy-King College ACCESS Center’s Virtual Meeting Room here.
Visit the Kennedy-King College ACCESS Center website here.
Director Nitoya Brown, nbrown163@ccc.edu
Phone: (312) 850-7342
Location: Malcolm X College, Room 1302
In-Person Hours of Operation:
Virtual Hours of Operation: To schedule a virtual appointment, please email mxc-ACCESS@ccc.edu.
Virtual Meeting Room: Visit the Malcolm X College ACCESS Center’s Virtual Meeting Room here.
Visit the Malcolm X College ACCESS Center website here.
Director Saul Santana ssantana24@ccc.edu
Phone: (773) 291-6170 (voice) Dial 711 for TTY
Location: Olive-Harvey College, Room 1401
In-Person Hours of Operation:
Virtual Hours of Operation: Monday – Thursday, 1:00 p.m. to 5:00 p.m.
Virtual Meeting Room: Visit the Olive-Harvey College ACCESS Center’s Virtual Meeting Room here.
Visit the Olive-Harvey College ACCESS Center website here.
Phone: 773 838-7914
Location: Daley College, Room 2405
In-Person Hours of Operation:
Visit the Daley College ACCESS Center website here.
Director Sophie Levandoski, slevandoski@ccc.edu
Phone: 773-481-8016
Location: Wright College Arts Building, Room A-245
In-Person Hours of Operation:
Virtual Hours of Operation: To schedule a virtual appointment, please email slevandoski@ccc.edu.
Virtual Meeting Link: ACCESS Center staff will share a meeting link when you make a virtual appointment.
Visit the Wright College ACCESS Center website here.
The law changes drastically for individuals with disabilities as soon as you graduate from high school, whether that is at the age of 18, or when you age out at 22. It is important to understand how your rights and responsibilities will shift when you enter college and beyond. This document provides an overview of your transition from high school to college, including things you can do to help make your college experience a successful one.
Download the Student Rights and Responsibilities Guide
Accommodations and support services provide students with documented needs equal access to course materials and extracurricular activities.
To establish accommodations, students with documented disabilities must first go through the intake process with their college’s ACCESS Center Director. The process begins with an intake interview, which is a conversation between you and the ACCESS Center Director to discuss you, your disability, and your education. At the end of the intake process, you will know your approved accommodations, and you can request accommodations in your classes.
You can begin the process with an ACCESS Center at any point in the semester to inquire about services, complete an intake, or request accommodations. We recognize that circumstances are constantly changing, but we encourage you to reach out early. You can upload supporting documentation, complete your intake form, and request accommodations all from your my.ccc.edu portal. For step-by-step help, download this guide: Process Guide
If you need help keeping track of where you are in the process, download this checklist: Process Checklist
For college-specific information about testing policies and procedures, contact your college’s ACCESS Center.
Placement Test Accommodations
Evacuation Assistance
SUCCESS Coaching for CPS Grads
Supporting documentation must include:
Individualized Education Plans and 504 Plans are acceptable documents. If you have any questions about document eligibility, reach out to your college’s ACCESS Center for assistance.
The ACCESS Center is one of many student resources at City Colleges. We encourage students to seek support from other offices as well. Click the links listed to the right to find out more.
If you make an appointment for support at one of the places below and need accommodations, reach out to your college’s ACCESS Center for assistance.
For Students
If you are a student requesting sign language interpreters for semester classes, follow the ACCESS Center’s process for requesting accommodations. Interpreter Services will coordinate with your college to provide ASL interpreters.
If you are a student requesting sign language interpreters for additional appointments, such as tutoring, advising, mental health counseling, etc., reach out to your college’s ACCESS Center with your appointment information. Interpreter Services will coordinate with your college to provide interpreters.
For Employees
If you are a staff member requesting sign language interpreters for an event, please contact your college’s ACCESS Center.
For Guests
If you are not a student but are visiting any of our locations for an event, please email interpreterservices@ccc.edu to request an interpreter.
Interpreter Services uses Gridcheck to schedule ASL interpreters.
You can log into Gridcheck here to check on the status of your request and see who your interpreters are: Gridcheck Log In
If you have not received your log in or need help logging in, email interpreterservices@ccc.edu for assistance.
While instructors do not determine accommodations, they assist with the implementation of accommodations in the classroom. The collaboration between the ACCESS Center and faculty is key to supporting educational access while simultaneously respecting academic integrity.
Instructors support the ACCESS Center mission by performing certain duties that support educational equal access to students with disabilities.
These duties include three core areas:
Visit this knowledgebase for more information about accessibility in Brightspace and creating accessible materials: Accessibility Resources.
Sign Language Interpreters are trained professionals who facilitate communication between hearing and deaf or hard of hearing individuals by interpreting spoken language into sign language.
Sign Language Interpreters are not a substitute for closed captioned materials.
Some best practices for teaching with an interpreter present include speaking clearly, maintaining good visibility, and addressing the student with a disability directly rather than talking to the interpreter.
Sign Language Interpreters and instructors should discuss classroom logistics ahead of time in order to facilitate optimal visibility and classroom set-up for effective communication.
The responsibility of a notetaker is to assist with classroom notetaking for students who have that accommodation.
The notetaker’s purpose is to supplement the student’s notetaking and act as a reader or scribe if indicated on the letter of accommodation.
The notetaker will not act as a proxy for the student, a content tutor, or a personal aide for the student.
If the student is absent from class, notetaking services will not be provided for that class.
Personal Care Attendants (PCAs) may be necessary to address the personal needs of a student with a disability so they can participate in the college’s activities, services, and programs. An otherwise qualified student who requires personal care attendant services must make arrangements to provide for their own personal care attendant. City Colleges of Chicago does not assume coordination or financial responsibilities for personal attendant services.
When the need for a PCA has been verified with proper documentation with an ACCESS Center, the ACCESS Center will meet with the student and their PCA to determine the specific support needed, including whether the PCA will remain with the student in classes or will stay outside the classroom.
The PCA will not provide any academic accommodations.
Service animals must be harnessed or leashed and under the control of the handler at all times.
Questions regarding service animals are permissible only if it is not obvious which service it provides. Under these circumstances, only two questions can be asked:
Staff are prohibited from asking the owner of the service animal questions about their disability. They cannot ask for medical documentation or a service animal identification card and cannot request the animal to demonstrate its abilities.
Individuals using service animals cannot be isolated from other students or be treated less favorably. No one should pet or play with a service dog – they are on duty and an extension of the individual.
There is a difference between a service animal and a therapy or emotional support animal; City Colleges does not allow therapy animals or emotional support animals on campus.
The law changes drastically for individuals with disabilities as soon as they graduate from high school, whether that is at the age of 18, or when they age out at 22. It is important to talk with your child about how their rights and responsibilities will shift when they enter college and beyond. This document provides an overview of your student’s transition from high school to college, including the things you can discuss with your child to help make their college experience a successful one.
In accordance with our commitment to equal access and opportunity for students with disabilities, City Colleges of Chicago will comply with all requirements of Title II of the Americans with Disabilities Act of 1990 (ADA) and will not discriminate against individuals on the basis of disability in its services, programs, or activities.
City Colleges of Chicago will make reasonable modifications to policies, practices and procedures related to their programs and services to ensure that people with disabilities have an equal opportunity to enjoy all programs, services, and activities.
City Colleges of Chicago values diversity, equity, inclusion, and accessibility of all. We recognize that neurodiversity* among the students, faculty, staff, trustees, and the community is critical to supporting a more inclusive learning and working environment.
We believe that, when neurodivergent people are understood, valued, and empowered, we all stand to benefit from their important and unique contributions. This statement represents our commitment to providing appropriate supports based on each person’s individual needs and a culture that recognizes human diversity.
*Neurodiversity is defined as a strength-based approach to viewing differences in individual brain function and behavioral traits and as part of normal variation in the human population.
Disability pride means that I no longer need to hide who l am or what I do. I can speak up loudly and proudly about my disability.
City Colleges of Chicago alumna and Wright College notetaker
