Research on Accommodating Student Veterans with Disabilities at a Research Extensive Institution

1. Research on Accommodating Student Veterans with Disabilities at a Research Extensive Institution Jamie Bojarski, PhD

2. Research Question How do the factors of situation, self, support, and strategies shape the experiences of student veterans with disabilities as they transition to a research extensive institution?

3. Theoretical Framework • Schlossberg’s Transition Theory • Situation: trigger, timing, control, role change, having a similar previous experience, and concurrent stress. • Self: demographic characteristics and psychological features • Support: intimate relationships, communities, institutions • Strategies: those that modify, manage, or control in the aftermath of the initial transition

4. Study Design and Data Collection • Qualitative, Narrative • No disability prior to joining military • No more than 5 years separated from military • Demographic questionnaire • 2 semi-structured interviews • Prompt using photovoice

5. Participant Overview

6. Transition experiences

7. Trev’s Transition Photo Picture of German Shepherd dog playing with three balls. Two of the three balls are deflated.

8. Rob’s Transition Photo Black and white photo of a classroom. The white board is full of formulas. The desk in front has gym equipment (shoes, bands, bag) on it.

9. Nates Transition Photo Image of the words, “Fight On”

10. Marie’s Transition Photo Black and White picture of a construction zone on campus.

11. Jennifer’s Transition Photo Photo of a dark room with a door slightly opened, allowing a ray of light to come through.

12. Results through Transition Theory • Situation • Trigger and timing, role change, previous experience, concurrent stress (financial, housing, time, disability) • Self • Demographic characteristics, psychological features (identity, sense of belonging, perception from others, age, self-efficacy, resilience) • Support • Institutional (DS, MRC, VA, Voc Rehab), other veterans, family, community • Strategies • Modify, control, manage

13. So What? • Acquired disability(ies) shaped the transition experience within all Four S factors for student veterans transitioning to a research extensive institution. • Highest areas of impact for student veterans with disabilities included the trigger and timing of their transition, concurrent stress factors, identity, institutional support, and using strategies that control the situation.

14. Recommendations for Accommodations and other implications for Higher Ed • Consider campus environment • Campus size, location, desk arrangement • Surrounded by traditional students • Other Recs for Higher Education Stakeholders • Provide additional benefits for veterans and their dependents • Provide detailed information at time of enrollment • Increase awareness through Green Zone Training • Strengthen partnership between SU and CC’s

15. Thank you Jamie.Bojarski@Vanderbilt.edu