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Nadya Pancsofar

Nadya

Ph.D., PROFESSOR

UNDERGRADUATE COORDINATOR, EARLY CHILDHOOD SPECIAL EDUCATION

Scholarly Interests: Home-school involvement; Roles of fathers in child development and learning; Collaborative relationships in classroom communities; Child language development; Equity in higher education

Courses Taught:

  • SPED 664: Research Trends in Special Education.
  • EDUC 513:  Collaboration, Consultation & Partnerships;
  • SPE 326: Models of Early Childhood Special Education;
  • SLP 102: Language, Speech and Communication Development;
  • SPE 102: Social and Legal Foundations of Special Education;

Recent Scholarship:

Pancsofar, N., & Petroff, J. G. (2021). “If we could just sit down and talk:” Fathers perspectives on home-school partnerships. Exceptionality. https://doi.org/10.1080/09362835.2021.1938052

Pancsofar, N., Petroff, J. G., & Carlani, J. (2021). Collaborative strategies for supporting the well-being of fathers of young children with complex disabilities. Young Exceptional Children. https://doi.org/10.1177/10962506211006060

Pancsofar, N. (2020). Fathers’ language input and early child language development. In H. E. Fitzgerald, K. von Klitzing, N. Cabrera, T. Skjothaug, & J. Scarano de Mendonca (Eds.), Handbook of Fathers: Prenatal to Pre-K. (pp. 448-470) Springer. https://oxfordre.com/education/view/10.1093/acrefore/9780190264093.001.0001/acrefore-9780190264093-e-1017

Rao, S., Pancsofar, N., & Monaco, S. (2020). Effective practices for collaborating with families and caregivers of children and young adults with disabilities. In U. Sharma & S. Salend (Eds.), The Oxford Encyclopedia of Inclusive and Special Education. Oxford University Press. https://oxfordre.com/education/view/10.1093/acrefore/9780190264093.001.0001/acrefore-9780190264093-e-1017

Petroff, J. G., Pancsofar, N., Schleppy, M. & DeMonte, B. (2020). A post program survey of graduates from a college-based program for students with intellectual disabilities. Journal of Inclusive Postsecondary Education, 2(2) 1-19. https://journals.gmu.edu/index.php/jipe/article/view/2834/1685.

Pancsofar, N., Petroff, J. G., & Schleppy, M. (2020). School involvement experiences of fathers of children with deafblindness. British Journal of Visual Impairment, 1-12.  https://doi.org/10.1177/0264619620921900

Shallish, L., Rao, S., & Pancsofar, N. (2020). Teaching toward social justice: Reflections on collaboration, engagement, and social action in uncertain times. The Educational Forum, 84, 18-28. doi: 10.1080/00131725.2020.1674437

Pancsofar, N., Petroff, J. G., Rao, S., & Mangel, A. (2019). “What I want to do as a father is be there:” Constructions of school involvement for fathers of children with complex disabilities. Research and Practice for Persons with Severe Disabilities, 44, 153-168. doi: 10.1177%2F1540796919843147

Petroff, J. G., Pancsofar, N., & Shaaban, E. (2019). Post-school outcomes for youth with deafblindness in the United States: Building further understandings for future practice. Journal of Visual Impairment and Blindness, 113, 274-282. doi: 10.1177/0145482X19860005

Pancsofar, N., Petroff, J., & Lewis, A. (2017). Father-friendly classrooms: Making a space for dads of children with disabilities, Teaching Exceptional Children, 49, 309-317..

Pancsofar, N., & Petroff, J. (2016). Teachers’ reported use of co-teaching methods: Associations with structural elements of co-teaching, teacher attitudes and professional development opportunities, The International Journal of Inclusive Education, 20, 1043-1053.

Slobodzian, J., Pancsofar, N., Hall, M., & Peel, A. (2016). A Closer Look at the Pragmatic Model of Mentored Undergraduate Research: Examples from One School of Education. CUR Quarterly, 37, 41-45.

Slobodzian, J., & Pancsofar, N. (2014). Models for integrating undergraduate research in teacher training programs: Supporting the transition from learner to educator. CUR Quarterly, 34, 43-47.

Pancsofar, N., & Petroff, J. (2013). Professional development experiences in co-teaching:

Associations with teacher attitudes, interests and confidence. Teacher Education and Special Education, 36, 83-96.

Pancsofar, N., Vernon-Feagans, L., Odom, E., & The Family Life Project Investigators. (2013).

Work experiences and father vocabulary to infants in African American families in low-income rural communities. Journal of Applied Developmental Psychology, 34, 73-81.

Pancsofar, N., Vernon-Feagans, L., and The Family Life Project Investigators (2010). Fathers’

early contributions to children’s language development in families from low-income rural communities. Early Childhood Research Quarterly, 25, 450-463.

Pancsofar, N., Vernon-Feagans, L., Odom, E., & Roe, J. (2008). Family relationships during infancy and later mother and father vocabulary use with young children. Early Childhood Research Quarterly, 23, 493-503.

Vernon-Feagans, L., Pancsofar, N., Willoughby, M., Odom, E., Quade, A., Cox, M., & The Family Life Project Investigators. (2008). Predictors of maternal language to infants during a picture book task in the home: Family SES, child characteristics and the parenting environment. Journal of Applied Developmental Psychology, 29, 213-226.

Pancsofar, N., &; Vernon-Feagans, L. (2006). Mother and father language input to young children: Contributions to later language development. Journal of Applied Developmental Psychology, 27, 571-587.

Conference presentations: Council for Exceptional Children; American Association on Intellectual and Developmental Disabilities; American Educational Research Association; Society for Research in Child Development Degrees: Ph.D.,

Degrees: Ph.D., University of North Carolina at Chapel Hill, research specialization in Early Childhood, Intervention and Literacy.

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