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Lynch School of Education

Susan Bruce

professor, teacher education, special education, curriculum and instruction department

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headshot of susan bruce

Email

Campion Hall
Room 120

617.552.4239

Curriculum Vitae

EDUCATION

Ph.D., M.A., B.A., Michigan State University

EXPERTISE/INTERESTS

My primary research emphasis is on communication development in children with multiple disabilities and especially those who are congenitally deafblind. I am particularly interested in how these children develop symbolic understanding and expression. Closely related to this work, is my focus on select pivotal milestones (such as joint attention and object permanence) that are connected to specific communicative achievements. In addition, I have conducted more than a dozen action research studies (including participatory action research) involving individuals who are deafblind or visually impaired. I am also interested in assessment, which is reflected across my communication and action research studies.

 

HONORS/PUBLICATIONS/PROFESSIONAL ACTIVITIES

Honors

Peer Reviewer of the Year (2008) (awarded May, 2009). Journal of Visual Impairment & Blindness.

Virginia M. Sowell Award (2006).  Awarded for outstanding contributions in deafblindness/multiple disabilities.  Awarded by The Association for the Education and Rehabilitation of the Blind and Visually Impaired (AER).

Selected publications

Bruce, S. & Venkatesh, K. (2014). Special education disproportionality in the United States, Germany, Kenya, and India.  Disability & Society, 29, 908-921.

Trief, E., Cascella, P. & Bruce, S. (2013). A field study of a standardized tangible symbol system for learners who are visually impaired and have multiple disabilities. Journal of Visual Impairment & Blindness, 107,180 - 191.

Bruce, S. & Vargas, C.* (2013). Teaching object permanence: An action research study. Journal of Visual Impairment & Blindness, 107, 60-65. Note: This is a companion article to the conceptual article that appears below (published one month earlier).

Bruce, S. & Vargas, C.* (2012). Assessment and instruction of object permanence in children with blindness or multiple disabilities. Journal of Visual Impairment & Blindness, 106, 717-727.

Cascella, P. W., Trief, E., Bruce, S. M. (2012) Comparing parent and teacher ratings of the frequency and diversity of communication  among children with severe disabilities. Communication Disorders Quarterly, 33, 249-251.

Bruce, S. M., and Parker, A. T. (2012). Young deafblind adults in action: Becoming self-determined change agents through advocacy. American Annals of the Deaf, 157 (1), 16-26.

Bruce, S. M, Trief, E., & Cascella, P. W. (2011). Teachers’ and speech-language pathologists’ perceptions about a tangible symbols intervention: Efficacy, generalization, and recommendations. AAC Augmentative and Alternative Communication, 27, 172-182.

Ogletree, B., Bruce, S., Finch, A., & Fahey, R. (2011). Recommended communication-based interventions for individuals with severe intellectual disabilities. Communication Disorders Quarterly, 32(3), 164-175.

Bruce, S. & Pine, G. (2010). Action Research in special education: An inquiry approach for effective teaching and learning. New York: Teachers College Press.

Parker, A. T., Bruce, S. M., Spiers, E., Ress, S. V., & Davidson, R. C. (2010). Deafblind young adults in action: Legislative advocacy and leadership. AER Journal: Research & Practice in Visual Impairment & Blindness, 3(4), 124-131.

Bruce, S. M.  (2010). Holistic communication profiles for children who are deafblind. AER Journal: Research & Practice in Visual Impairment & Blindness, 3(3), 106-114.

Trief, E., Bruce, S. M., & Cascella, P. W. (2010). The selection of tangible symbols by educators of students with multiple disabilities and visual impairment. Journal of Visual Impairment & Blindness, 104(8), 499-504.

Pizzo, L. & Bruce, S. (2010). Language and play in students with multiple disabilities and visual impairment or deafblindness. Journal of Visual Impairment & Blindness, 104(5), 287-297.

Narayan, J., Bruce, S. M., Kolli, P., & Bhandari, R. (2010). Cognitive functioning of children with severe intellectual disabilities and children with deafblindness: A study of the perceptions of teachers and parents in the U.S. and India. Journal of Applied Research in Intellectual Disabilities, 23, 262-278.

Bruce, S., Campbell, C., & Sullivan, M. (2009). Supporting children with severe disabilities to achieve means-end. TEACHING Exceptional Children Plus, 16(1), Article 2, http://escholarship.bc.edu/education/tecplus/vol16/issue1/art2. (Case studies with video in online peer-reviewed journal.)

 Bruce, S. & Zayyad, M. (2009). The development of object permanence in children with intellectual disability, physical disability, autism, and blindness. International Journal of Disability, Development, and Education, 56(3), 229-246.

Trief, E., Bruce, S., Cascella, P. & Ivy, S. (2009). The development of a universal tangible symbol system. Journal of Visual Impairment & Blindness, 103(7), 425-430.

Bruce, S. & Zayyad, M. (2009). The development of object permanence in children with intellectual disability, physical disability, autism, and blindness. International Journal of Disability, Development, and Education, 56(3), 229-246.

Trief, E., Bruce, S., Cascella, P. & Ivy, S. (2009). The development of a universal tangible symbol system. Journal of Visual Impairment & Blindness.

Bruce, S., Randall, A., & Birge, B. (2008). Colby's growth to literacy: the achievements of a child who is congenitally deafblind. TEACHING Exceptional Children Plus, 5(2). Article 6, http://escholarship.bc.edu/education/tecplus/vol5/iss2/art6. (Case study with video clips in online peer-reviewed journal.)

Bruce, S., DiNatale, P., and Ford, J. (2008). Meeting the changing needs of the deaf student population through professional development. American Annals of the Deaf, 153(4), 368-375.

Bruce, S., Pike-Parnell, E., & Zayyad, M. (2008). Assessment and instruction of self-recognition. TEACHING Exceptional Children, 41(1), 36-41.

Bruce, S. (2008).  The use of action plans to support communicative programming for children who are deafblind.  RE: view, 39(2), 71-83.

Bruce, S., Mann, A., Jones, C., & Gavin, M. (2007). The topography, rate, and function of gestures expressed by children who are congenitally deafblind. Journal of Visual Impairment & Blindness, 101(10), 637-652.

Bruce, S. & Vargas, C. (2007).  Intentional communication acts expressed by children with severe disabilities in high rate contexts.  AAC Augmentative and Alternative Communication, 23(3), 1-12.

Bruce, S. (2007).  Teacher preparation in deafblindness:  A retrospective and prospective view.  Deaf-Blind Perspectives, 14(2), 9-12.

Bruce, S., Fasy, C., Gulick, J., Jones, J., & Pike, L. (2006).  Making morning circle meaningful.  TEACHING  Exceptional Children Plus.  2(4) Article 1 http://escholarship.bc.edu/education/tecplus/vol2/iss4/art1.

Narayan, J. & Bruce, S. (2006).  Perceptions of teachers and parents on the cognitive functioning of children with severe mental disability and children with congenital deafblindness.  International Journal of Rehabilitation Research, 29(1), 9-16.

Bruce, S. & Conlon, K. (2005).  Colby's daily journal: a school-home effort to promote communication development.  TEACHING Exceptional Children Plus, 2(1).  Article 3.  http://escholarship.bc.edu/education/tecplus/vol2/iss1/3

Bruce, S. (2005). The impact of congenital deafblindness on the struggle to symbolism. International Journal of Disability, Development, and Education.

Bruce, S. (2005). The application of Werner and Kaplan's "distancing" to children who are deaf-blind. Journal of Visual Impairment and Blindness, 99(8), 464-477.

Bruce, S. (2005). Visual impairment across the lifespan. In C.B. Fisher & R.M. Lerner (Eds). Applied developmental science: An encyclopedia of research, policies, and programs.Volume 2., pp. 1126-1130.  Sage Publications. (Invited submission for university level encyclopedia.)