From the margins to the mainstream : Facilitating the inclusion of students with disabilities into university nursing courses
- Authors: Ryan, Janette , Struhs, John
- Date: 2003
- Type: Text , Journal article
- Relation: International Journal of Learning Vol. 9, no. (2003), p. 1273-1295
- Full Text: false
- Reviewed:
- Description: C1
- Description: 2003000473
Just for them to understand better : The impact of learning difficulties at university
- Authors: Ryan, Janette , Brown, Maryann
- Date: 2005
- Type: Text , Journal article
- Relation: Australian Journal of Learning Disabilities Vol. 10, no. 1 (2005), p. 19-24
- Full Text: false
- Reviewed:
- Description: There has been much attention given to the needs of students with learning disabilities in Australian schools in recent years. The needs and experiences of university students with learning disabilities have received less attention. This article reports on the results of a small study of students who identified as having a range of difficulties with learning at one Australian university. Eight students across a range of discipline areas and year levels were asked about the nature of their difficulties, the kinds of adjustments they receive and their effectiveness, and for their suggestions about how these adjustments could be improved. The results pointed to the need for university lecturers to better understand the kinds of learning difficulties experienced by such students. Such an understanding can assist lecturers in knowing how to adjust their teaching and learning practices so these students can more fully participate and be successful in their university studies.
- Description: C1
- Description: 2003001321
Refuelling the practicum : From 'neophytes' and 'experts' to collaborative, reflective relationships
- Authors: Ryan, Janette , Brandenburg, Robyn
- Date: 2002
- Type: Text , Conference paper
- Relation: Paper presented at Australian Association for Research in Education Conference, Brisbane : December, 2002
- Full Text:
- Reviewed:
- Description: In 2001, the University of Ballarat introduced a new Bachelor of Education course, and a new model for professional experience aimed at changing the focus away from assessment of the placement, to the learning that occurs within it. As part of this re-generation of the program, we wanted to ensure that the initial enthusiasm generated (Brandenburg & Ryan, 2001) continued to provide the 'fuel' for new approaches to student learning. One of the key themes that emerged from students' responses about their experiences in the program, was the relationships that they were developing. As part of a further development of the program, this year we introduced a mentoring system, where the placement is self-assessed, in collaboration with a mentor/teacher. This is aimed at encouraging not only a shift in the learning that occurs within the placement, but also a fundamental change in the nature of the relationships within it. One of the aims of this shift is to encourage a reflective approach amongst our pre-service teachers as well as their teacher/mentors, and in the development of the program itself, so that a more collaborative framework is emerging, and in this paper we report on the resultant changes in students' attitudes.
- Description: E1
- Description: 2003002339
Passions in the field : Initial student responses to a field placement initiative
- Authors: Brandenburg, Robyn , Whitefield, Ross , Ryan, Janette
- Date: 2002
- Type: Text , Conference paper
- Relation: Paper presented at Field Based Learning 2001 Conference, Canberra : 26th October, 2003
- Full Text: false
- Reviewed:
- Description: E1
- Description: 2003000070
Excellence through diversity : Internationalisation of curriculum and pedagogy
- Authors: Ryan, Janette , Hellmundt, Susan
- Date: 2003
- Type: Text , Conference paper
- Relation: Paper presented at the 17th IDP Australian International Education Conference, Woolongong, New South Wales : 5th December, 2003
- Full Text:
- Reviewed:
- Description: Recent times have seen a large increase in the numbers of international students attending Australian universities. At some universities, international students comprise up to twenty percent of the whole student cohort. Yet university teachers report that they feel ill-equipped and untrained to teach such students. International students themselves report that they feel undervalued and that their teaching and learning needs are often not well met. This paper reports on research on the experiences of both university lecturers and international students of teaching and learning at Australian universities. This research found strong evidence of a ‘gap’ in perceptions between staff and students about how well the learning needs of international students are being met and a general lack of awareness amongst university lecturers of teaching and learning issues in relation to international students. The paper will detail the impacts of these issues in terms of curriculum, pedagogy and assessment, and the broader factors influencing the learning of international students. It will suggest some strategies for better internationalising not only curriculum content, but also teaching methods and assessment practices. Such strategies will be of benefit not only to international students but also all learners in a diverse learning environment.
- Description: E1
- Description: 2003000470
University education for all? Barriers to full inclusion of students with disabilities in Australian universities
- Authors: Ryan, Janette , Struhs, John
- Date: 2004
- Type: Text , Journal article
- Relation: International Journal of Inclusive Education Vol. 8, no. 1 (2004), p. 73-90
- Full Text: false
- Reviewed:
- Description: In Australia, anti-discrimination legislation and government policies have been introduced which aim to facilitate the inclusion of people with disabilities in employment and education. However in the area of nursing, attitudinal barriers persist that effectively hinder the full participation of people with disabilities in nurse education programs. These attitudinal barriers prevail despite such legislative and policy changes, and run counter to changing community views about disability. Normative assumptions about the ideal attributes of nurses appear to influence these attitudes, especially in the area of admission of students with disabilities to nurse education programs per se, and to their participation in the practicum component of nurse education programs. This paper reports on research conducted in Victoria, Australia, by nurse academics and equity practitioners at three Victorian universities, into the barriers facing such students. The research examined the views of undergraduate student nurses, their lecturers and their clinical educators, nurse clinicians, and university disability practitioners about the participation of people with disabilities in nurse education programs. The research also sought to document their responses to a framework, developed through the research that aims to facilitate the inclusion of students with disabilities in undergraduate nursing programs. It did this against a pluralistic and technological milieu that in the researchers' view requires a more diverse mix within the nursing profession.
- Description: C1
- Description: 2003000761
University education for all : teaching and learning practices for diverse groups of students
- Authors: Ryan, Janette
- Date: 2002
- Type: Text , Thesis , PhD
- Full Text:
- Description: Doctor of Education