Institutional Support for Disabled Military Undergraduates Transition of Disabled Military Undergraduate Students to College Environment and Their Access to Support Services Andrew Wislock Graduate Assistant Introduction Military undergraduate students refer to veterans who are members of the armed services and have been discharged and to military service members who are on active duty or in the reserves pursuing undergraduate education at universities or colleges. They are enrolling in universities and colleges in increasing numbers. 875,000 military undergraduate students (Burnett and Segoria, 2009) 75% of military undergraduates are 39 years or younger; 37% were women and 73% men; they were more likely to be married and have children. (Radford, 2009) Individuals who face unique needs and issues including academic challenges, interpersonal relationships and lack of knowledge or a reluctance to use different forms of academic support. (Livingston et al., 2011) Disabled Military Undergraduate Students Approximately one third of military undergraduate students may be struggling with traumatic brain injury (TBI), post traumatic stress disorder, or major depression. (Veterans Administration (VA) Toolkit, 2013) They are also experiencing injuries from blast injuries including vision and hearing loss, burns, mobility impairment. (Church, 2009) It is important to note that a large majority of military members returning from conflicts are not suffering from physical or psychological disabilities. Universities will feel the impact of these disabilities in different ways dependent on the number of students enrolled . (Madaus, 2009) Transition Issues for Military Undergraduates and Disabled Students University environment is a major change in personal structure of student’s life. In the military, there is definite structure; at the university, there is more freedom and need for self-determination. For some, it is difficult; others military lifestyle prepared them to achieve goals. After being out of classroom for a long period of time, 40% were experiencing difficulties in meeting classroom expectations and relearning proper study skills, writing skills and testing competencies. (Steele, Salcedo, Coley, 2010) They have a need to balance family and work roles with academic responsibilities. According to a 2010 ACE survey, 46% were working 30 hours a week and 66% were supporting families. Some experience difficulties with relationships with students just out of high school; i.e., inabilities to relate to military and being asked inappropriate questions by students about their military experiences. (Radford, 2009) Term “disabled” to soldiers is seen as not fit, weak and unable to perform according military norms. These individuals will not self disclose or identify themselves as individuals who could benefit from campus disability services. (Burnett and Segoria, 2009) They do not seek out the services. Other challenges for disabled military undergraduates include they may not know their rights under ADA; they are new to disabilities without a prior knowledge of disabilities eligibility; and they may possess medical records with little or no descriptions of disabilities’ implications for learning environment. (Grossman, 2009) Different Campus Climates “Challenging campus” a military undergraduate experiences hostility to his or her service and attempt to conceal their military experience. “Ambivalent campus” is not hostile to military undergraduates but it does not offer any special services. “Supportive campus” offers support systems to military undergraduates and they feel comfortable in being open with their service. (Summerlot, Green and Parker, 2009) Veteran Friendly Campus (VFC) On institutional level, supportive programs such as an orientation program, transition seminar, mentoring program, and in-service programs for faculty and staff. On department level, a veterans’ program office is established to work with other offices to provide services and assist individuals with environment. On individual level, campus celebrates holidays such as Memorial Day and support veteran charity events. VFC has significant impact on military undergraduates’ intent to persist academically and socially on campuses. (Green and Van Dusen, 2012) Future Research Focus on specific programs and services that support military undergraduates in their transition from the military to the university community. (Cooke and Kim, 2009) Explore needs involving academic expectations, balancing academic/life responsibilities and relating to students on campus. (Steele et al., 2010) Emphasis on the needs and experiences of the wounded military personnel in regard to academic enrollment and retention of these individuals. (Vance and Miller, 2009) Institutional Support for Disabled Military Undergraduates Need for the coordination of services among disability office, counselling center, veterans’ coordinator, financial aid and other academic support offices. Disability office staff need to be trained in specific issues about military undergraduate students and the teaching and learning environment. (Elliott et al., 2011) Campus services need to coordinate for referral to regional VA hospitals, VA training and in-service programs and related medical and counselling service providers. (Madaus, Miller and Vance, 2009) Campus disability office director may need to serve as campus champion or point of contact to coordinate services. (Grossman, 2009)