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After serving for six years as an assistant professor in the
special education department at Peabody College of Vanderbilt
University, I came to the University of Minnesota in 1985. I have
worked in the area of special education since receiving my MEd in
1975 from Boston College in deaf-blind education and my PhD in 1980
from the University of Illinois in severe behavioral disabilities.
Over the years, my research has focused on cognitive
development of students with severe disabilities, mastery
motivation of children with and without disabilities and of
various cultures, and effective teacher training practices.
Currently we are exploring different strategies for
conducting teacher training to assist teachers to embrace
inclusion of students with disabilities within general
education classrooms, to design universal and appropriately
differentiated instruction, and to use reflective practice
as a problem strategy.
Selected publications
Kim, O., & Hupp, S. (2007). Instructional interactions
of students with cognitive disabilities: Sequential analysis. American
Journal on Mental Retardation, 112, 94-106.
Kim, O., & Hupp, S.C. (2005). Teacher interaction styles
and task engagement of elementary students with cognitive disabilities.
Education and Training in Developmental Disabilities, 40 (3), 293-308
Kim, O., Utke, B., & Hupp, S.C. (2005). Comparing the
use of case studies and application questions in preparing special education
professionals. Teacher Education and Special Education, 28 (2), 104- 113.
Wallace, T., Anderson, A.R., Bartholomay,
T., & Hupp, S. (2002). An ecobehavioral examination of
high school classrooms that include students with
disabilities. Exceptional Children, 68, 345-360.
Complete
vitae [.pdf]
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