Susan Bruce

Email

Campion Hall
Room 120

617.552.4239

EDUCATION

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

EXPERTISE/INTERESTS

 My research emphasis is on the development of communication and language in learners with severe and multiple disabilities including those who are congenitally deafblind.  I am especially interested in how children with these disabilities learn to express symbolically.  Most recently this interest has led me to examine the connections between the following developmental milestones and the onset of linguistic expression:  joint attention, imitation, object permanence, means-end, self-recognition, and categorization.

HONORS/PUBLICATIONS/PROFESSIONAL ACTIVITIES

Honors

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. (in press).  The use of action plans to support communicative programming for children who are deafblind.  RE: view.

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.)

Bruce, S., Godbold, E. & Naponelli, S. (2004). An analysis of communicative functions of teachers and their students who are congenitally deafblind. Re:view, 36(2), 81-92. (Journal of the Association for the Education and Reha bilitation of the Blind).

Silberman, R., Bruce, S., & Nelson, C. (2004). Children with sensory impairments. In F. Orelove, D. Sobsey, & R. Silberman (Eds). Educating children with multiple disabilities: A transdisciplinary approach. Fourth Edition, pp. 425-528. Baltimore: Brookes.

Bruce, S. (2003). The importance of shared forms. Journal of Visual Impairment and Blindness, 97(2), 106-109.

Bruce, S. (2002). Impact of a communication intervention model on teachers’ practice with children who are congenitally deafblind. Journal of Visual Impairment and Blindness, 96(3), 154-168.

Bruce, S. & Hwang, T. (2001). Web-based teacher preparation in visual impairment: Course development, teaching, learning, and quality assurance. Journal of Visual Impairment and Blindness, 95(10), 609-622.

Bruce Marks, S. (1998). Understanding family theories leads to improved home and school collaboration and consultation. Center for Educational Networking Newsline, 5(5), 9.

Marks, S.B. (1998). Understanding and preventing learned helplessness in learners who are congenitally deafblind. Journal of Visual Impairment and Blindness, 92(3), 200-211.

Marks, S. B. (1997). Reducing prejudice against children with disabilities in inclusive settings. International Journal of Disability, Development and Education, 44(2), 117-131.

Marks, S. B., & Feeley, D. (1995). Transition in Action: Michigan’s Experience.  Journal of Visual Impairment and Blindness, 89(3), 272-275.