From Combat to Classes

From Combat to Classes: Serving Veterans with Disabilities in Higher Education

On February 27, 2008 Thomas E. Church presented an audio conference for Fullerton College faculty and staff about the challenges of serving veterans with disabilities in higher education. Disability Support Services has purchased an unabridged audio recording of the conference which is available through the link below. Also, see the link to the text outline available in a pdf file. There will also be hard copies of the audio recording available in the TEC library.

Combat to Classes.pdf

Combat to Classes Audio Recording

Below are just a few of the fascinating facts from Church's presentation:

Veterans graduate at a rate 30% below the general population.
Surviving rates are high because of medical technologies and increased use of body armor.
Already 7% more amputations than Vietnam War.
1 in 8 returning soldiers suffer from Post-traumatic Stress Disorder (PTSD).
17% of Iraq soldiers suffer from depression, anxiety and/or PTSD symptoms.
Approx. 49% of Gulf War Veterans are receiving compensation for service-related disabilities.
Exposure to Sarin nerve gas and uranium are a leading cause of disability and brain deficits.
Symptoms of mild traumatic brain injury (MTBI) are cognitive, physical and behavioral.
20% of soldiers returning from Gulf are experiencing symptoms of traumatic brain injury or stress.
MTBI cognitive symptoms
Problems with attention – may experience problems staying focused during lectures.
Concentration – will be hard to maintain focus when studying, engaged in classroom assignments.
Memory – will be difficult to recall crucial information, especially if not able to use prompts.
Orientation – may experience problems with orientation to place and time.
Loss of initiative – may have a hard time starting or finishing homework and classroom assignments on time.

Accommodations and universal design strategies:
Use multiple delivery methods in the classroom and alternative media for reviewing classroom assignments and materials.
Communication among student, instructor and counseling staff is needed to increase faculty awareness of disability issues and resources.
Provide syllabus, PowerPoint presentations and other materials in advance.
Use multiple/varied methods to assess student learning to demonstrate the course content.
Provide opportunities for students to submit assignments for feedback prior to the final grade.

Other educational accommodations and strategies to meet our Vets’ needs:
Notetakers and note-taking services.
Audio-taped or videotaped class sessions.
Flexible attendance requirements.
Extended exam time or alternative testing arrangements.
Assignments available in electronic format.
Web page or electronic mail distribution of course materials and lecture notes.
The use of electronic mail for instructor-student meetings and discussion groups for class discussions.
An environment that promotes communication and empathy.
Early availability of syllabus and textbooks.
Availability of course materials (e.g., lectures, handouts) on disk.
Private feedback on academic performance.
Examination accommodations such as alternate format (e.g., from multiple choice to essay, oral presentation or portfolio), use of adaptive computer software, and exams individually proctored.
Substitute assignments in specific circumstances.

Very important facts to consider when planning to serve veterans:
Veterans do not feel included on campuses and in society.
Disabled Vets do not consider themselves disabled rather they consider themselves to be injured soldiers. They do not know where to seek accommodations on campus.
Vets are best served by the one-stop shop concept when it comes to support and services.