Lauren Zepp

Lauren Zepp (she/her) is an Assistant Professor in the Department of Special Education at the University of Wisconsin-Whitewater. She teaches undergraduate and graduate level courses on special education, reading and writing interventions for students with disabilities, and reading assessment. Her research focuses on teacher education for effective reading instruction and special education teacher preparation. Prior to earning her doctoral degree at the University of Wisconsin – Madison, she was a special educator, reading teacher, and reading specialist in K-12 education for 12 years. Lauren is a passionate advocate for literacy as a human right and for disability justice.

TEACHING AND LEARNING PHILOSOPHY

My teaching philosophy is grounded in sociocultural and constructivist theories, emphasizing the importance of context, relationships, and community in learning. Drawing from my experience as a special education teacher and researcher in teacher preparation, I prioritize student-centered decision-making and view the development of future educators as a direct investment in the success of students with disabilities. My instruction focuses on building pedagogical content knowledge through authentic practice and preparing teachers to deliver structured literacy interventions. I create practice-based learning opportunities that blend theory and application, reinforcing pre- and in-service teachers’ skills and confidence in evidence-based reading instruction.

Across courses, I model using personalized, accessible methods, integrating instructional technology, and Universal Design for Learning principles to foster engagement and accessibility for all learners. My teaching is research-informed and driven by continuous improvement, as evidenced by studies showing measurable growth in both preservice teachers’ skills and the literacy outcomes of students with disabilities. Ultimately, my goal is to develop transformative educators who approach their work with curiosity, empathy, and evidence-based instructional skills. Through course design, partnerships, and collaborative scholarship, I strive to create learning experiences that are rigorous, inclusive, and rooted in a belief that all students—those we teach now, and those our students will teach in the future—deserve high-quality instruction.