Nancy Sall

Dr. Sall teaches, advises and supervises students in the Early Childhood Development and Learning (ECDL) program.

Nancy has been teaching in higher education for over 25 years. Prior to her work as a teacher educator, she was a pre-school special education teacher working with children who had significant disabilities and was a special educator/inclusion coordinator in an elementary school (with 3rd and 4th graders). Before joining Hunter she was on faculty in the Early Childhood Education/Special Education Program within the Department of Curriculum and Teaching at Teachers College, Columbia University. At TC she taught in the MA program, supervised student teachers, advised students, coordinated student teaching placements and helped to develop and implement a novice teacher mentoring program. Previously, she was the project coordinator for numerous federally-funded research grants run through the Developmental Disabilities Center at Roosevelt Hospital, some focusing on communication and others on the development of social relationships of children with DeafBlindness and multiple disabilities. She has also consulted with the NYS DeafBlind Technical Assistance Project. Recent work focuses on social communication development of children with significant disabilities and promoting parent-teacher partnerships.

• Ed.D. (Curriculum & Teaching) Teachers College, Columbia University
• M.S. (Special Education), Syracuse University
• B.S. (Elementary and Special Education), Boston University
• Teaching Certification in Severe Special Education (0-21) and Elementary Education (K-5)

• SPEDE 707 Research Seminar
• SPEDE 768 Foster Development of Children
• SPEDE 776 Introductory Field Experiences
• Fieldwork Supervision

Communication and social development of children with significant disabilities; Inclusion; Family-Professional Partnerships; Project-Based learning in special education.

• Sall, N., Rikhye, C. H., Newsum, D. C., & Hoda, S. J. (2025). Sharing perspectives for educating young children with disabilities: Developing family and professional partnerships. Routledge.
• Sall, N. & Rikhye, C.H. (2022). Dimensions of communication: A manual to assess the communication skills and behaviors of individuals with disabilities. Council for Exceptional Children.
• Rikhye, C. & Sall, N. (2015). An initial analysis of differentiated instruction in pre-service early childhood teacher education. Delta Journal of Education, 5(2), 59-70.
• Harris, J.; Hartshorne, N.; Jess, T; Mar, H.; Rowland, C.; Sall, N.; Schmoll, S.; Schweigert, P.; Unruh, L.; Vernon, N.; & Wolf, T. (2002). Home Talk: A family assessment of children who are deafblind , Portland, Oregon: Oregon Health & Science University.
• Sall, N. (December, 2000). Friendship: A social, educational, and communication concern for children who are deafblind. American Speech-Language-Hearing Association Special Interest Division: Augmentative and Alternative Communication Newsletter, 9, 7-9.
• Sall, N., & Mar, H.H. (1999). In the community of a classroom: The inclusive education of a student with deaf-blindness. Journal of Visual Impairment and Blindness, 93, 197-210.