Assistant Professor, Counseling and Special EducationMeera R. Mehtaji, Ph.D. [View Image]
Farmer,T., Daws, M., Hamm, J.V., Mehtaji. M, Hoffman, A.S., Brooks, D.S., & Huneke, M. (2017) Classroom Social Dynamics Management: Why the Invisible Hand of the Teacher Matters for Special Education. Remedial and Special Education. doi: 10.1177/0741932517718359
Dawes, M., Chen, C. C., Zumbrunn, S. K., Mehtaji, M., Farmer, T. W., & Hamm, J. V. (2016). Teacher attunement to peer‐nominated aggressors. Aggressive Behavior, 43, 263-272. doi: 10.1002/ab.21686
Farmer, T. W., Chen, C. C., Hamm, J. V., Moats, M. M., Mehtaji, M., Lee, D. L., Huneke, M. R. (2016). Supporting teachers’ management of middle school social dynamics: The scouting report process. Intervention in School and Clinic, 52, 67-76. doi: 10.1177/1053451216636073
Farmer, T., Wike, T. L., Alexander, Q. R., Rodkin, P. C., & Mehtaji, M. (2015). Students with disabilities and involvement in peer victimization theory, research, and considerations for the future. Remedial and Special Education, 36, 263-274. doi: 10.1177/0741932515572911
Chen, C. C., Hamm, J. V., Farmer, T. W., Lambert, K., & Mehtaji, M. (2015). Exceptionality and peer victimization involvement in late childhood subtypes, stability, and social marginalization. Remedial and Special Education, 36, 312-324. doi: 10.1177/0741932515579242
Dr. Meera Mehtaji is an assistant professor in the Department of Counseling and Special Education and teaches courses in the . She is also co-coordinator of the severe disabilities concentration within the School of Education’s program. In addition, Dr. Mehtaji serves as the co-training director of Virginia Leadership Education in Childhood Neurodevelopmental Disabilities (Va-LEND), a federally-funded, interdisciplinary training program that involves preparing students and community professionals from 13 different disciplines. Her research interests focus on classroom social dynamics, bullying involvement of students with disabilities, and the impact teachers can have supporting students with disabilities in mainstream classrooms.