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C o u n and ~ mica mwt whstand the
atnural emrimnmsntll factors md individud Ehllradaistica, such as: language
use, cultural wientation, home community, family system md communication
W of hir Aboriginal dhh (MaM, 1995). Studsnt ssnricet ad (he university
community, in educating themsalvea and i-.ng (heir mrene9 of Wm
arbral d i i m n gmupa, wld help them undentand tMr atudantr
and educate staff on tiw mesting the eapdahm of Aboriginal
students.
Learning styles
A gmwing body of mearch on Abcdginnl m ing styb suppoRs the
naed fw wppo~t wicss for Atarigind Student aerdces, Outab2-e ol the micss
pmrd far mainshaem students (Chisjohn 8 Pelen. 1886; Kaulbeck. 1984:
Mac&. 1989: More, 1987; Pepper8 HdnW. 1986; RhdeS. 19BO; m, 1991;
SWlem. Collim, Gul'mmz8 Pallarm. 1988; Tafoya. 1989; WaWfa. Menill-
Bnrx. Blaek EL Hocher, 1900). Of (he dDnmantii march, onfy Kaulback's
(1984) and Sa%y&s (1991) research wae mndu*ad in Canada, reinfneing the
needfarc~con(a
While this shdy was mi focusing on AMrQinal Minp slyb, it was
deemed relevant to discusr Mis impamnt issue in reletion to lhe nead for and
undemmndirq ofAbmi#nal wwciI s&ces. Tha Wa(em daiM!m d)earr*yl
hasW tothe misguided Wetthat all mapie learn thesameway. H-,
boVl W auh et al. (1989) and llllilson (1994) hnd them were diinceo