Susan C. Hupp

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.

Publications

1. Kim, O., & Hupp, S. (2007). Instructional interactions of students with cognitive disabilities: Sequential analysis. American Journal on Mental Retardation, 112, 94-106.

2. 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

3. 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.

4. 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.