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From Combat to College: Helping Wounded Warriors
Transition Presented by:
Lauren C. Sebel, M.Ed. – Coordinator II, Student Accessibility Services
Austin Community CollegeAHEAD Conference, July 2015
Introduction Key Terms History of Veterans in Higher Education Transition Issues Post traumatic stress/Post traumatic stress
disorder (PTSD) Traumatic Brain Injury (TBI) Voice of the Student Veteran Classroom Accommodations Questions? Comments?
Presentation Overview
Lauren C. Sebel, M.Ed., Doctoral Candidate, Higher Education Administration, Texas Tech University
Eight years with Austin Community College in Student Accessibility Services
Little to no research in the area of accommodating student veterans
Currently working on dissertation on this subject
Introduction
ADAAA – Americans with Disabilities Amendments Act
IED -Improvised Explosive Device OEF – Operation Enduring Freedom refers to the
conflict in Afghanistan OIF – Operation Iraqi Freedom refers to the conflict
in Iraq (March 2003-December 2011) PTSD – Posttraumatic Stress Disorder SAS – Student Accessibility Services TBI – Traumatic Brain Injury Wounded Warriors – Veterans who have been
injured in the line of duty.
Key Terms
2011 statistics reveal that close to one million veterans have used their Post-9/11 G.I. Bill benefits
Estimates of at least 20% with post traumatic stress disorder (PTSD) and/or traumatic brain injury (TBI)
PTSD is the third most prevalent psychiatric diagnosis among veterans using the Veterans Affairs (VA) hospitals.”PTSD and comorbid AUD", Subst Abuse Rehabil. 2014; 5: 25–36, Ralevski, et al.
One in five veterans of the Iraq and Afghanistan wars are diagnosed with post traumatic stress disorder (PTSD) – over 300,000 veterans by t
By the Numbers
More veterans are entering higher education and qualifying for disability services
Veterans returning to post secondary education will increase due to recent legislation - public institutions to charge all veterans and their dependents, regardless of their actual residence, no more than the in-state tuition rate for a period of three years post-discharge, in order for those institutions to remain eligible for Post-9/11 and Montgomery GI Bill benefits
By the numbers
1914 ~ Congress establishes “The Commission on National Aid to Vocational Education” to help young adults adjust to the workforce.” This eventually became the foundation to provide services to veterans with disabilities after World War I.
1918 ~ Vocational Rehabilitation Act was established to train honorably discharged veterans with disabilities.
1943 ~ the Disabled Veterans Act was established 1944 ~ Congress passes the Serviceman’s
Readjustment Act or the GI Bill.
History of Veterans in Higher Education
“The impact of the GI Bill was immediately significant upon college enrollment with veterans constituting roughly 52% of the total college population in 1946 and with over $2 billion being spent annually”
(Madaus et al., 2009, p. 11).
The GI Bill
Section 504 is a federal law designed to protect the rights of individuals with disabilities in programs and activities that receive Federal financial assistance from the U.S. Department of Education.
Section 504 provides: "No otherwise qualified individual with a disability in the United States . . . shall, solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving federal financial assistance . . ."
Section 504 of the Rehabilitation Act of 1973
Veterans who previously returned from war and sought out an education at institutions of higher learning may not have qualified as an individual with a disability under Section 504 of the Rehabilitation Act of 1973.
History of Veterans in Higher Education
VA ratings did not meet standards set by disability service providers in higher education
Amendments made to the Americans with Disabilities Act in 2008 (ADAAA), veterans now able to qualify for disability services and accommodations in the classroom
History of Veterans in Higher Education
Tend to be older than traditional college students
In 2007, represented 4% of all undergraduates and
Forty-three percent of students with military experience attended public two-year institutions
Characteristics of Student Veterans
Many veterans have been away from school for long periods of time
Embarrassed to ask for help – military culture
Can take care of issues themselves Place into developmental courses Lack of information about VA benefits and
other resources Difficulty navigating through bureaucracy of
VA and Financial Aid Trying to take on too much too soon
Transition Issues
Concerns about career outside military causes anxiety
Trust issues. In the military, someone always has your back.
Age differences and life experience may cause veterans to isolate
VA appointment/class schedule conflicts Reserve/National Guard duty conflicts with
class schedule
Transition Issues
Not all veterans have served in combat Not all veterans who have served in combat
have PTSD Not all veterans who are diagnosed with
PTSD are ticking time bombs waiting to explode
Myths about Veterans
…are a highly diverse group …do not see themselves as victims. Ever. …can feel very alone on campus …are often unaware of their own mild
traumatic brain injury …who are female often suffer in silence …want to go back to the war zone …want you to know that combat trauma is an
injury, not an illness …want your compassion, understanding and
respect
Veterans …
PTSD develops after a terrifying ordeal that involved physical harm or the threat of physical harm. The person who develops PTSD may have been the one who was harmed, the harm may have happened to a loved one, or the person may have witnessed a harmful event that happened to loved ones or strangers
Retrieved from: http://www.nimh.nih.gov/health/topics/post-traumatic-stress-disorder-ptsd/index.shtml
Post traumatic stress disorder (PTSD)
“PTSD is the inability to flip the switch from combat soldier to every day citizen to stop reliving the war at so high a frequency that it interferes with the ability to function”
Betsy Streisand, U.S. News and World Report, Oct. 2006
Post traumatic stress disorder (PTSD)
According to statistics released by the Veteran’s Administration (VA), over 386,000 men and women who served in the military are actively compensated through federal disability for this anxiety disorder (Veterans Administration, 2010). With steadily increasing numbers of PTSD claims due to our continued involvement in war, this issue affects all academic institutions nationwide.
(retrieved from https://suite.io/derek-neuts/4vhy25p)
Post traumatic stress disorder (PTSD)
Known for 100 years. Used to be called “shell shock”, “war neurosis”, “battle fatigue” (Wilmore, 2010, p. 23).
Officially recognized as a psychological disorder in 1980 by the American Psychological Association
More than 40,000 individuals who have served in the military since 2007 have PTSD, while there are estimates that “there will be 500,000 troops from Afghanistan and Iraq experiencing psychological injuries” (Church, 2009, p. 47).
Post traumatic stress disorder (PTSD)
PTSD symptoms can be grouped into three categories. ◦ Re-experiencing symptoms – flashbacks, bad
dreams, frightening thoughts◦ Avoidance symptoms - Staying away from
places, events, or objects that are reminders of the experience, feeling emotionally numb, strong guilt, depression or worry, loss of interest in activities
◦ Hyper arousal symptoms – being easily startled, feeling “on edge”, angry outbursts
Symptoms of PTSD
Profound effect on student veterans in the classroom and on their interaction with campus staff, faculty, and fellow students◦ Hyper vigilance◦ Anger over comments about war, “kids” in class◦ Memory problems◦ Poor concentration◦ Irritability◦ Anxiety◦ Triggers
PTSD in the Classroom
Crowded classrooms, inability to sit in the back of class
Timed tests – pressure may impact concentration
Anniversary dates (deployment, injury) Movies and TV Driving Loud noises Smells
PTSD Triggers
Testing in a private/small area for reduced distractions Extended testing time, break tests up into several
sessions, or offer one page at a time to reduce anxiety Tape recorder in the classroom so they can review the
lecture after class Note takers to supplement the student’s own notes Students whose symptoms include hyper vigilance
may need to sit at the back of the classroom with their back to a wall and be assured that they can get up and leave if they are feeling anxious or nervous
Classroom Accommodations -PTSD
Student diagnosed with PTSD and TBI Eligible for VRAP and federal financial aid Registered with Student Accessibility
Services Enrolled Spring 2013 in 14 hours
◦ Withdrew from entire semester Passed one class in Summer 2013 Enrolled Fall 2013 in 12 hours. Failed every
class Now on academic warning, and has
delinquent loans
“Shenanigans”
Called “Shaken Soldier” Syndrome
Traumatic Brain Injury (TBI) occurs from a blow or jolt to the head or a penetrating head injury that disrupts the function of the brain (http://www.cdc.gov/traumaticbraininjury/).
Traumatic Brain Injury (TBI)
According to the Defense and Veterans Brain Injury Center (2008) over 90% of combat-related TBIs are closed head injuries with half of those resulting from blast injuries.
In the military from 2000 through 2012, more than 266,000 service members sustained a TBI. Brain injury has become known as the signature wound of the wars in Iraq and Afghanistan (brainline.org)
Traumatic Brain Injury (TBI)
20% of the 2.3 million troops deployed to Iraq and Afghanistan since 2001 could have suffered a traumatic brain injury (TBI) as a result of exposure to IEDs (http://usmedicine.com/neurology/single-ied-blast-can-cause-degenerative-brain-condition.html)
An IED fashioned from a 120mm artillery round creates blast winds of up to 330 mph, nearly 100 mph faster than the highest natural wind speed ever recorded. These winds reverberate and cause a whiplash "bobblehead effect" on soldiers.
Similar to chronic traumatic encephalopathy, or CTE, a serious brain injury associated with the repeated blows to the head sustained by football players, boxers, and hockey players
Traumatic Brain Injury (TBI)
Between 10-20% of Iraq and Afghanistan veterans have suffered a TBI (IAVA.org)
Technological advances in battlefield gear reduces death, but increases the severity of injuries to head and limbs
Modern military medicine allows for lifesaving trauma care
Traumatic Brain Injury (TBI)
Loss of consciousness Loss of memory Altered mental state (confusion, disorientation,
slow thinking) Other neurological deficits Lack of impulse control Cognition problems Anxiety, depression, and agitation Migraine headaches, fatigue, insomnia Sensitivity to light and noise Tinnitus
Symptoms of Traumatic Brain Injury
The long-term effects of moderate to severe TBI can include challenges with attention span and the ability to concentrate and remember. These are known as cognitive problems.
Long-Term Effects of TBI
Difficulties with processing input from the senses, such as touch, vision, hearing, taste and smell may also occur. Other effects can include seizures, chronic pain, sleep disorders, loss of bladder or bowel control, and a variety of social and emotional challenges
(http://www.traumaticbraininjuryatoz.org/Moderate-to-Severe-TBI.aspx).
Long-Term Effects of TBI
Students with TBI may need:◦ reduced course load◦ extended time for testing◦ testing in a quiet area◦ note sharing and/or the use of a tape recorder in
the classroom
Classroom Accommodations - TBI
May benefit from the use of formula sheets and other memory aids during examinations depending on the severity of their injury and assuming that those aids do not fundamentally alter the nature of the course.
Ability to wear headphones in class (tinnitus)
Classroom Accommodations - TBI
Feel overwhelmed with the transition from soldier to student
Cultural difference between combat and classroom
Not prepared for college
The Voice of the Student Veteran
Triggers – crowded classrooms/campus crowds, timed tests, anniversary dates, loud noises, smells, movies/TV shows
Military culture may impede veterans from disclosing disability and/or requesting help
When they do disclose disability, it may be difficult to obtain appropriate documentation
The Voice of the Student Veteran
Army/National Guard Veteran Served in both Afghanistan and Iraq Diagnosis of PTSD/severe anxiety Earned GED Utilizing Post 9/11 benefits Nervous about enrolling in college Unsure about whether or not he could cope
with all college entails
The voice of an ACC student veteran
How do your disabilities affect you in the classroom? Sometimes my PTSD makes me nervous and I feel
like I need to get up and leave the classroom
Sit in the back of class so no one is behind me
These kids in the classes are smug. They have no idea what they are talking about and they whine about stupid stuff. That is hard for me because I have seen war.
The voice of an ACC student veteran
What accommodations do you receive?Extended testing time in a quiet roomModification of attendanceEarly registration
Uses accommodations as needed – comfort inknowing they are available.
(Personal communication, July 12, 2013).
The voice of an ACC student veteran
Withdrew and/or failed Fall 2013 classes Dropped or withdrew from Spring 2014
classes. Had to go back to active duty Now has multiple holds that will prevent
him from registering until they are cleared
Update on Student
Sustained EIGHT IED explosions during tours of duty.
Traumatic brain injury - symptoms◦ Chronic migraines◦ Tinnitus◦ Light sensitivity◦ Memory issues◦ Depression◦ Post Traumatic Stress
The voice of an ACC graduate
Approved accommodations included:
Attendance policy waived/modified Extended testing time -- double time Extended testing time in most appropriate setting
- classroom, OSD or Testing Center Frequent breaks during exams Occasional extension of assignment due dates Use of tape recorder in classroom
The voice of an ACC graduate
Student rarely used accommodations, but felt better knowing they were there should he need them.
Student has graduated from ACC with a 3.875 GPA
Student was admitted into Southwestern University, under the Yellow Ribbon Program, and completed his degree in Math/Teaching in the Fall of 2014.
The voice of an ACC graduate
Yearly event- From Humvee to ACC VALOR club (Veterans Achieving Leadership
Outside the Ranks) Veteran Study Hall @Round Rock Campus $1,000 educational incentives for students in
the Accelerated Programmer Training, Continuing Education Phlebotomy or Continuing Education Certified Nurse Aide programs.
2Paths2Work- offering tuition vouchers for veterans who train through CE
What is ACC doing for student veterans?
Annual Spring Veteran’s Symposium and Resource Fair
SAS outreach/early registration Veterans Resource bookmark (identified veteran
advocates on all campuses) VetSuccess (Vocational Rehabilitation)
representative– Brad Robichaux, M.S., CRC Veteran Resource Center at the Highland Campus
What is ACC doing for student veterans?
Give a veteran permission to leave the classroom if they are exposed to their “triggers”
If a veteran appears agitated, encourage them to take a break, go to the gym, go to SAS, or a support person
Refer veteran to SAS or a counselor for further assistance
What can faculty do?
Consider the layout of your classroom. Is the classroom crowded? Are there items blocking the aisle? These could trigger anxiety/hyper-vigilance.
Notify students before making loud noises. If you need to physically touch a student in
class, ask first.
What can you do?
Provide step-by-step instructions. Students with brain injury may understand something one day, but have difficulty with recall the next.
Sit at a student’s level. Hovering may increase anxiety.
What can faculty do?
Do not ask how many people they killed or what it was like (yes, this has happened in a class!)
Do not ask if they have ever seen anyone killed
Do not ask them if they think it was worth it Do not ask them about their political views
of the war Do not disclose a student’s disability
What faculty should NOT to do
Special thanks to Catherine Morris, M.S. Veterans Counselor, Sierra College, 15 years service: Marines, CA Army National Guard, CA Air National Guard
Church, T. E. (2009). Returning veterans on campus with war related injuries. Journal of Postsecondary Education and Disability: Special Issue: Veterans with Disabilities, 22(1), 43-52.
Lighthall, A. (2014). Ten things you should know about today’s student veteran. National Education Association
Madaus, J. W., Miller III, W. K., & Vance, M. L. (2009). Veterans with disabilities in postsecondary education. Journal of Postsecondary Education and Disability: Special Issue: Veterans with Disabilities, 22(1), 10-17.
Usmedicine.com - http://usmedicine.com/neurology/single-ied-blast-can-cause-degenerative-brain-condition.html
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