Disability Services Collaboration: Maximizing Support for Veterans
A comprehensive framework for VASCOs to effectively collaborate with disability services offices, ensuring student veterans with disabilities receive coordinated, comprehensive support while maintaining appropriate privacy and professional boundaries.
Student veterans experience service-connected disabilities at significantly higher rates than the general student population. Yet many navigate academic accommodations, VA disability benefits, and campus support services in isolation—unaware that these systems can and should work together. As a VASCO, building strong collaborative relationships with your institution's disability services office isn't optional—it's essential to comprehensive veteran student support.
Disability Among Student Veterans: The Numbers
- 52% of post-9/11 veterans using VA education benefits have a service-connected disability rating
- Yet only 26% of student veterans with disabilities register with campus disability services
- Most common service-connected conditions: tinnitus (59%), PTSD (31%), lower back pain (28%), hearing loss (23%), knee problems (21%)
- Veterans with registered accommodations have 18% higher persistence rates than those with undisclosed disabilities
- 71% of veterans report not understanding the difference between VA disability and academic accommodations
This guide provides a framework for effective VASCO-disability services collaboration that respects privacy, clarifies roles, streamlines referrals, and ultimately improves outcomes for veteran students navigating both VA disability systems and campus accommodation processes.
Understanding the Disability Services Landscape
VA Disability Benefits
Purpose: Compensation for service-connected medical conditions
- Administered by: Department of Veterans Affairs
- Determination process: Medical evidence + service connection established through claims process
- Rating scale: 0-100% disability in 10% increments
- Benefit: Monthly tax-free compensation based on rating percentage
- Academic impact: Financial support, but does NOT guarantee academic accommodations
- Privacy: Veteran not required to disclose to institution
Campus Disability Services
Purpose: Academic accommodations to ensure equal access to education
- Administered by: Institutional disability services/accessibility office
- Legal foundation: ADA, Section 504 of Rehabilitation Act
- Determination process: Student provides documentation, office determines reasonable accommodations
- Accommodations: Extended test time, quiet testing environment, note-taking assistance, etc.
- Academic impact: Direct support for classroom success
- Privacy: Protected under FERPA; student controls disclosure
Critical Distinction
A VA disability rating does NOT automatically qualify a veteran for academic accommodations, nor does it provide documentation sufficient for disability services registration. These are separate systems with different purposes, processes, and outcomes. Veterans need BOTH to maximize support—VA benefits for financial compensation, and campus accommodations for academic success.
Building an Effective Collaboration Framework
Strong collaboration between VASCO and disability services offices requires intentional relationship building and clear role definition:
Step 1: Establish the Partnership
If you haven't already, schedule a meeting with your disability services director to establish collaborative foundations:
Discussion Topics:
- Overview of veteran student demographics and common service-connected conditions
- Education about VA disability benefits system and how it differs from accommodations
- Disability services registration process and documentation requirements
- Referral pathways and communication protocols
- Privacy considerations and FERPA compliance
- Opportunities for joint programming or outreach
Desired Outcomes:
- Mutual understanding of each office's role and limitations
- Established referral process
- Identified point of contact in each office
- Agreement on communication frequency (quarterly check-ins recommended)
Step 2: Define Clear Roles and Responsibilities
| Function | VASCO Role | Disability Services Role |
|---|---|---|
| Awareness/Education | Inform veterans about accommodation availability; explain difference between VA benefits and academic accommodations | Provide accommodation process overview; create veteran-specific resources if appropriate |
| Referral | Identify veterans who may benefit from accommodations; make warm referrals with student permission | Accept referrals; provide intake appointments; process accommodation requests |
| Documentation | Connect veterans to VA for obtaining medical documentation if needed | Review documentation; determine appropriate accommodations based on functional limitations |
| Implementation | Support veteran in understanding and utilizing accommodations; follow up on effectiveness | Issue accommodation letters; coordinate with faculty; monitor implementation |
| Problem-Solving | Serve as additional advocate if accommodation issues arise; coordinate with disability services | Address accommodation implementation challenges; work with faculty on compliance |
Step 3: Create Streamlined Referral Processes
Develop a simple, clear referral pathway that respects student privacy while facilitating warm hand-offs:
Sample Referral Process:
- VASCO identifies potential need during certification appointment or advising conversation
- VASCO educates veteran about accommodation availability and benefits
- If veteran is interested, VASCO requests permission to make introduction
- With permission, VASCO sends warm introduction email (cc'ing both disability services and veteran) or schedules joint meeting
- Disability services follows up directly with veteran to schedule intake appointment
- Veteran completes registration through normal disability services process
- Optional follow-up: With student permission, disability services notifies VASCO of successful accommodation setup for coordinated support
Privacy Reminder
You may ONLY share student information with disability services if you have explicit written permission from the student. Do not disclose veteran status, disability status, or academic information without proper FERPA authorization.
Common Service-Connected Conditions and Relevant Accommodations
Understanding common service-connected conditions helps you identify veterans who may benefit from accommodations and make informed referrals:
Post-Traumatic Stress Disorder (PTSD)
Potential Academic Impacts:
- Difficulty concentrating in crowded/noisy environments
- Hypervigilance affecting focus
- Anxiety during high-pressure situations (exams)
- Attendance issues related to triggering content
Common Accommodations:
- Quiet, distraction-reduced testing environment
- Seating near exit in classrooms
- Extended time for assignments/exams
- Advance notice of potentially triggering content
- Excused absences with makeup work options
Traumatic Brain Injury (TBI)
Potential Academic Impacts:
- Memory and recall challenges
- Processing speed difficulties
- Sensitivity to light/noise
- Executive function impairments
- Fatigue and stamina limitations
Common Accommodations:
- Note-taking assistance or recorded lectures
- Extended time for exams and assignments
- Memory aids and assistive technology
- Reduced course load
- Flexible attendance policies
- Preferential seating (away from windows/distractions)
Hearing Loss / Tinnitus
Potential Academic Impacts:
- Difficulty hearing lectures, discussions
- Challenges in group work settings
- Concentration difficulties (tinnitus)
- Misunderstanding verbal instructions
Common Accommodations:
- Preferential seating (front of classroom)
- CART (real-time captioning) services
- Recorded lectures or lecture notes
- FM/Assistive listening systems
- Written instructions supplementing verbal
Chronic Pain / Mobility Limitations
Potential Academic Impacts:
- Difficulty sitting for extended periods
- Challenges with physical classroom access
- Attendance affected by pain flare-ups
- Handwriting limitations
Common Accommodations:
- Accessible classroom locations
- Permission to stand/move during class
- Note-taking assistance
- Alternative assignment formats
- Excused absences with makeup options
- Early release to navigate crowded hallways
Important Note on Documentation
VA disability award letters or rating percentages alone are typically NOT sufficient documentation for academic accommodations. Disability services offices require documentation from qualified providers that describes functional limitations and their academic impact. Veterans can often obtain appropriate documentation from VA healthcare providers, but may need guidance on what to request.
Joint Programming and Outreach Opportunities
Collaborative programming increases awareness and reduces stigma around accommodations:
Educational Workshops
- • "Navigating Disability Services: A Guide for Veterans" (during veteran orientation)
- • "VA Disability vs. Academic Accommodations: Understanding the Difference"
- • "Invisible Disabilities and Academic Success" (PTSD, TBI focus)
- • "Documentation 101: Getting What You Need from the VA"
Drop-In Support
- • Joint office hours (VASCO + disability services staff together)
- • Co-location: Disability services staff hours in veteran lounge
- • "Ask Us Anything" sessions during peak registration periods
- • One-stop support days combining multiple services
Resource Development
- • Veteran-specific accommodation process guide
- • "Common Service-Connected Conditions & Academic Accommodations" handout
- • Video tutorials on the accommodation process
- • FAQ document addressing veteran-specific questions
Stigma Reduction
- • Panel discussions with veterans successfully using accommodations
- • Awareness campaigns normalizing accommodation use
- • Integration of accommodation info into all veteran onboarding
- • Success stories highlighting positive outcomes
Navigating Privacy and Confidentiality
Both FERPA and professional ethics require careful attention to privacy when collaborating:
What You CANNOT Do Without Written Permission
- Share that a veteran has a disability or is registered with disability services
- Disclose specific disability diagnosis or VA disability rating
- Discuss student's academic performance or challenges with disability services staff
- Automatically register veterans with disabilities for accommodations
- Require veterans to register with disability services as condition of VA benefits certification
What You CAN Do Without Permission
- Provide general information about disability services to all veterans
- Include accommodation information in veteran orientation and onboarding materials
- Host joint educational programming open to all students
- Display disability services information in veteran spaces
- Coordinate logistics for joint events without sharing student-specific information
Obtaining Proper Authorization
When case-specific collaboration would benefit the veteran, obtain written FERPA release:
- Explain to veteran WHY information sharing would help (coordinated support, avoiding duplication)
- Be specific about WHAT information you're asking to share
- Clarify WITH WHOM you'd be communicating (name disability services office specifically)
- Use your institution's standard FERPA release form
- Document the release in student file
- Honor veteran's right to decline—support them equally regardless
Collaboration in Action: Case Examples
Case 1: The Undisclosed Accommodation Need
Situation: During certification appointment, VASCO notices veteran mentions difficulty concentrating during exams due to PTSD. When asked, veteran says they didn't know academic accommodations were available and thought they "just had to deal with it."
Effective Response:
- VASCO educates veteran about disability services and common PTSD accommodations
- Explains that VA disability and academic accommodations are separate but complementary
- With veteran's permission, sends warm introduction email to disability services
- Veteran schedules intake appointment and provides documentation from VA therapist
- Receives quiet testing environment and extended time accommodations
- Follow-up: VASCO checks in after first exam to see if accommodations helped
Outcome: Veteran's exam performance improved significantly, reducing academic stress and supporting degree completion.
Case 2: The Documentation Challenge
Situation: Veteran attempts to register with disability services using VA disability award letter showing 70% rating for TBI. Disability services explains they need documentation describing functional limitations. Veteran becomes frustrated and gives up.
Effective Response:
- Disability services refers veteran back to VASCO for documentation assistance
- VASCO explains documentation requirements and helps veteran understand what's needed
- VASCO connects veteran to VA healthcare provider with sample letter template
- VA provider writes appropriate documentation describing TBI functional limitations
- Veteran submits documentation to disability services successfully
- Accommodations approved and implemented
Outcome: Collaboration between VASCO and disability services prevented veteran from falling through the cracks due to documentation confusion.
Case 3: The Complex Coordination
Situation: Veteran with multiple service-connected conditions (PTSD, TBI, chronic pain) is struggling academically and considering withdrawal. Has accommodations registered but not consistently using them. Also dealing with delayed VA benefits payment.
Effective Response:
- Veteran signs FERPA release authorizing VASCO and disability services to coordinate
- VASCO, disability services counselor, and veteran meet together
- VASCO addresses VA payment delay and certification for next term
- Disability services reviews accommodations, discusses barriers to use, adjusts as needed
- Team develops integrated support plan addressing both financial and academic concerns
- Both offices commit to weekly check-ins for one month, then bi-weekly
Outcome: Coordinated support prevented withdrawal, veteran successfully completed semester and continued toward degree.
Key Takeaways
- ✓Two separate systems: VA disability provides compensation; academic accommodations ensure equal access to education. Veterans need both.
- ✓Proactive education: Don't wait for veterans to ask—integrate accommodation information into all onboarding and advising
- ✓Clear roles: VASCOs educate and refer; disability services evaluates and implements accommodations
- ✓Privacy first: Respect FERPA; obtain written permission before sharing student-specific information
- ✓Warm referrals work: Personal introductions significantly increase follow-through compared to cold referrals
- ✓Collaboration improves outcomes: Coordinated support prevents veterans from falling through gaps between services
Effective collaboration between VASCOs and disability services offices isn't just good practice—it's essential to comprehensive veteran student support. Service-connected disabilities are common among student veterans, yet accommodation utilization remains low due to lack of awareness, stigma, and confusion about the systems. By building strong partnerships, clarifying roles, streamlining referrals, and respecting privacy, you can ensure that veterans with disabilities receive the full spectrum of support available to them.
Remember: Your goal isn't to become an accommodation expert or to replace disability services staff. Your goal is to serve as an educated, informed connector—someone who recognizes when a veteran might benefit from accommodations, explains the system clearly, and makes warm referrals to the professionals who can help. That bridge you build between veteran services and disability services may be the difference between a struggling student and a thriving graduate.