Lyndsey Basham

Much like other areas of education, connection and communication are key when helping students with PTSD feel supported and advocated for. Routines are of the utmost importance to create an area of safety and predictability. 

IEPs do not follow students past their graduation date, but can be a useful document in demonstrable strategies that assisted the student while in their K-12 environment.  I find it disturbing that so much onus is on the student to request accommodations in the post-secondary environment when there was a clear need that should follow them. Many students likely struggle with the executive function to jump through these hoops and need to feel clear support in transitioning to the post-secondary environment.

This course has made me reevaluate the cause of several students' difficulties within the classroom over the course of my career- students I know to have come from physically abusive homes. It makes me marvel at the overlap between PTSD and TBI, and in the case of two specific students, makes me wonder which diagnosis was at the wheel when they displayed specific behaviors. Student A had a diagnosed TBI at a young age during a traumatic event and their symptoms tracked closely with the injury. Student B, however, to my knowledge has never had a diagnosed TBI, but given… >>>

I enrolled in this course specifically to support an incoming student with a known PTSD diagnosis. I have known this student for some time and not really understood how their diagnosis showed up in school as it didn't fit the classic "panic attack/flashback" symptoms I'd always known of for PTSD. Knowing that the sleep difficulties go hand in hand with symptoms now, it makes a lot more sense that the student is chronically late in the mornings. Other difficulties that have tracked with this student's life pre-diagnosis fit into the puzzle of symptoms. I am hoping as I progress I… >>>