Susan Osborne
ASSOCIATE PROFESSOR |
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Education
Ph.D., University of Virginia
M.Ed., University of Virginia
B.A., The Ohio State University
Research areas
Learning Disabilities and Attention Disorders
Teachers with Learning and Attention Disorders
Research Description
My research has focused primarily on learning disabilities and attention disorders and how those conditions impact education experiences of pupils with these conditions. Studies have included those focused on the impact of pupils’ inattention on teacher behavior, and, more recently, the impact of having ADHD on teachers who themselves have been identified with that disorder.
Courses Taught
•ECI 570 Learning Disabilities
•ECI 571 Methods and Materials for Learning Disabilities
•ECI 804 Seminar in Research and Treatment for ADHD
•ECI 658 Internship in Special Education
Current Projects
At present I am working with a doctoral student on a study of teachers who have been diagnosed with ADHD. We are interested in how teachers manage their challenges, what supports and tools they use, and what specific aspects of ADHD they perceive as benefiting them as teachers. To date, this work has relied on data collected from focus groups and interviews. I am also working on a project to develop and offer fully distance education options for some courses in the graduate program in special education.
Recent Publications
Strickland, D. C., McAllister, D., Coles, C. D., & Osborne, S. (2007). An evolution of virtual reality training designs for children with autism and fetal alcohol spectrum disorders. Topics in Language Disorders, 27, 222 – 237.
Dillon, R. & Osborne, S. (2006), Intelligence and behavior among individuals identified with attention deficit disorders. Exceptionality, 14, 3 – 18.
Sabornie, E., Cullinan, D. Osborne, S. S. & Brock, L. B. (2005). Intellectual, academic, and behavioral functioning of students with high incidence: A cross-categorical meta-analysis. Exceptional Children, 72, 47 – 63.
Cullinan, D., Osborne, S., & Epstein, M. H. (2004). Characteristics of emotional disturbance of female students. Remedial and Special Education, 25, 276 – 290.
Schulte, A. & Osborne, S. S. (2003). When assumptive worlds collide: A review of definitions of collaboration in consultation. Journal of Educational and Psychological Consultation, 14,109-138.
DEPARTMENTAL ADDRESS & CONTACT INFO
Department of Curriculum and Instruction
Box 7801, North Carolina State University
Raleigh, N.C. 27695-7801
