Students New to Disability Services

Get Assistance

If you would like more information about what Student Accessibility Services (SAS) provides, have general questions, or need to modify or add to your current accomodations, you can schedule a virtual meeting, email us at, or call us at (206) 546-4545.

New Student Forms

  • Step 1: Ready to get started? Fill out a New Student Application
  • Step 2: Read, complete, and submit SAS's Students Rights and Responsibilities
  • Step 3: Submit Verification of Disability template to document your disability.
    • If you do not wish to use the above template, you may email a letter from your provider that is no older than three years and that clearly states your diagnosis. While you may send us copies of IEPs, 504 Plans, and letters that list the accommodations that you had at other colleges, these typically do not state your diagnosis and we will usually ask you to provide for more information from a medical provider.
    • Disability Evaluation Referrals This document lists providers who may be available to available to evaluate students for low- or no-cost, and subsequently will provide them with the appropriate documentation that they need to present to the SAS office.
    • Documentation of disability, including documentation of evaluations of Learning Disabilities, is required per Shoreline Community College Policy 5114.
  • Step 4: If applicable: Submit a Release of Information (If you would like any family member, friend, agency, etc. to have access to your SAS information or records, and/or join in meetings, you must submit a Release of Information [ROI], which will expire in 12 months.)

Transition from K-12 to College

  1. More independence from the student is expected.
    The student is regarded as the primary agent in their education process; they are responsible for their learning and accommodations.  All communication flows through the student when it concerns their decisions.  The student may choose to include an advocate as they navigate their education planning process, but the advocate will not be used to substitute the student's involvement.  Any communication about the student will include the student. 

  2. Services are not automatic.
    When the student joins college, records of accommodations are not automatically transferred from previous schools, whether that be a previous K-12 school or a previous college.  The student must initiate the process to set up disability accommodations by contacting the Student Accessibility Services office and must continue to request their accommodations each quarter.  In addition, disability accommodations are not automatically configured each quarter. 

  3. Confidentiality.
    We respect the privacy of sensitive student information.  Students are given the option to authorize additional parties but this is their choice alone and they must submit a Release of Information specific for SAS.  Family members are welcomed to be involved with the SAS process, with the student's permission. 
  4. Tools for Access.
    Reasonable accommodations and modifications do not generally alter the requirements of a course or assignment.  Learning outcomes remain the same for all students, with and without disabilities. Behavior expectations apply universally, as well. There is no category of college-level classes equivalent to "Special Ed". Instead, we can provide tools to assist with gaining access to the information, and demonstrating one's knowledge, in college courses. 

Resources for Parents of College Students with Disabilities

Resource Guide for Parents of Students with Disabilities from Accredited Schools Online is a helpful guide of what can be expected for students with disabilities during high school and college.