Presented by:
Lauren C. Sebel, M.Ed. – Coordinator II, Student Accessibility
Services
Austin Community College
AHEAD Conference, July 2015
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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?
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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
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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.
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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
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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 instate 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
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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.
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“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).
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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 . . ."
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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.
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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
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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
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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
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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
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Not all veterans
Not all veterans
have PTSD
Not all veterans
are ticking time
have served in combat
who have served in combat
who are diagnosed with PTSD
bombs waiting to explode
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…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
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/posttraumatic-stress-disorder-ptsd/index.shtml
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“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
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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)
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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).
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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
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Profound effect on student veterans in the
classroom and on their interaction with campus
staff, faculty, and fellow students
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Hyper vigilance
Anger over comments about war, “kids” in class
Memory problems
Poor concentration
Irritability
Anxiety
Triggers
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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
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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
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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
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Passed one class in Summer 2013
Enrolled Fall 2013 in 12 hours. Failed every
class
Now on academic warning, and has
delinquent loans
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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/).
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According to the Defense and Veterans Brain
Injury Center (2008) over 90% of combatrelated 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)
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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-causedegenerative-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
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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
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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
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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.
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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).
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Students with TBI may need:
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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
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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)
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Feel overwhelmed with the transition from
soldier to student
Cultural difference between combat and
classroom
Not prepared for college
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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
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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
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.
What accommodations do you receive?
Extended testing time in a quiet room
Modification of attendance
Early registration
Uses accommodations as needed – comfort in
knowing they are available.
(Personal communication, July 12, 2013).
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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
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Sustained EIGHT IED explosions during tours
of duty.
Traumatic brain injury - symptoms
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Chronic migraines
Tinnitus
Light sensitivity
Memory issues
Depression
Post Traumatic Stress
Approved accommodations included:
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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
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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.
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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
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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
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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
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Consider the layout of your classroom. Is the
classroom crowded? Are there items blocking
the aisle? These could trigger anxiety/hypervigilance.
Notify students before making loud noises.
If you need to physically touch a student in
class, ask first.
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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.
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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
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Questions? Comments?
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Contact info: Lauren Sebel
 lsebel@austincc.edu
 512-223-7343
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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-cancause-degenerative-brain-condition.html