Case Study: Laurie - Returning Veteran with an Acquired Disability

Date: April 5, 2021

Description: In EDAD 523, students groups are assigned a case study to analyze, evaluate, and facilitate application of theory. Students use technology and infographics to teach fellow cohort classmates about the case study and developmental theory.

Learning Domains Addressed (Labels):

• Social Justice & Advocacy

• Education

• Assessment & Evaluation

Learning Outcomes:

• SLO #1: Student will be able to (SWiBAT) present case studies with multiple types of disabilities by the end of the class presentation

• SLO #2: SWiBAT demonstrate Schlossberg’s Transition Theory (4S of Transition) using Google Jamboard

• SLO #3: SWiBAT assess group’s use of Schlossberg’s 4 S’s of Transition with Case Study SLO after the completion of presentation.

Evidence:

The 4 S's of Transition Theory.pdf

Download PDF • 78KB

Reflection:

SLO #1: SWiBAT present case studies with multiple types of disabilities by the end of the class presentation

For this case study presentation, our example Laurie (see image 1) was a veteran student with a combat injury disability. In our groups' first reflection activity, we posed the question: How does someone "acquire" a disability? This question was meant for our cohort mates to reflect that not every person is born with a disability and challenges the idea that disabilities are visible. In our case study reading, Laurie has a physical disability and a mental disability with PTSD. She was a great example of a student who acquired a disability with her military service and has an invisible disability with PTSD. We presented our class with a fictitious penguin student named Travis (See image 3) diagnosed with Asperger in the activity. We wanted to showcase that a student with an invisible disability could struggle with support services that aren't as easily accessible due to being a commuter student.

SLO #2: SWiBAT demonstrate Schlossberg's Transition Theory (4S of Transition) using Google Jamboard

Our group utilized a Google tool called Jamboard to teach Schlossberg's Transition Theory and the 4S's of Transition (see image 2). Our presentation demonstrated how we could utilize virtual sticky notes to map out what we know about the student (Self ,Situation, and Support) and what we know about the institution (Support and Strategies). We wanted to show that this simple chart could help organize information when working with future students and how it could be used as a collaborative tool to discuss different options for students. In our example, we use blue sticky notes to indicate how practitioners can utilize those items to produce the blue recommendations. We challenged our cohort mates to develop a more comprehensive recommendation rather than a simple "go see an academic advisor" but a more tailored recommendation such as seeing an academic advisor who has experience working with veterans and first-time college students. We presented Travis as our student and asked four groups to map out the 4S's of transition, and challenged each group to come up with at least two recommendations for Travis (See image 3).

SLO #3: SWiBAT assess group's use of Schlossberg's 4 S's of Transition with Case Study SLO after completing the presentation.

SLO for our Laurie Case Study: Students will be able to provide at least two strategies for supporting students through transitions in response to a given case study.

Utilizing the SLO and SLO rubric (see image 4), we assess the learning of four breakout groups and their understanding of Schlossberg's Transition Theory and their application of the Jamboard tool. For the group that I helped facilitate, our evaluation was as follows after viewing and discussing their Jamboard (see image 5), "Group 3 (Team Jasmine) provided three recommended strategies for assisting the Case Study student with his transition. This group also had recommendations centered on Travis's status as a commuter student and recommended strategies that reduce the need for Travis to be on campus to access resources. This group had a heavy focus on brainstorming strategies. However, the recommendations could have been more specific and tackled more angles for assisting Travis. This group could have incorporated more of the 4 S's that they had brainstormed. [Competent]" I was able to critique my ability to facilitate my group and how I could have assisted my group in tailoring their recommendations more to incorporate more aspects of the 4S's of transition by utilizing our infographic (see “The 4 S’s of Transition Theory” PDF).

References or Sources:

Harper, R. E., & Wilson, N. L. (2010). More than listening: a casebook for using counseling skills in student affairs work. NASPA - Student Affairs Administrators in Higher Education.

Question: How can we be more ability/disability conscious in our daily activities? Please leave your thoughts in the comment section!