VIDBE-Q Volume 67 Issue 1
has also illuminated the foundations of literacy, describing all students as potential
readers and writers. Through careful qualitative interventions and scholarship, she
has offered our field a window into practical, child-centered approaches tha tbuild
connections between home and school. Dr. Bruce's trenchmant contributions have
not only been shared in highly regarded peer-reviewed journals they have been
shared for implementaiton with the national deaf-blind tehcnical assistance
network as well as with the international research community.
As Susan has richly contributed to our field as a scholar, she has also been
empowering teachers as co-researchers through action research. Using a qualitative
lens and refining her skills as an action researcher, she has brought research into
the classroom in partnership with teachers who co-create instructional
interventions based on data and describe the ways that inclusion, adapted materials,
object symbols provide ways for students with multiple disabilities to have better
access to learning.
There are few people who write as insightfully or prolifically as Susan.
Susan brings her keen wit, her well-honed research skills and her lived experiences
as an educator and a mother of an individual with multiple disabilities to her life's
work as scholar. In sum, students who are deafblind and we personnel who stand
beside them are quite fortunate that Dr. Susan Bruce is in our corner.
