Dr. Naranjo’s broad areas of academic interest include, school to community transition for youth with high-incidence disabilities, the structure of educational opportunity and social opportunity within society, and teacher development. His current research is focused on examining the factors and processes that promote positive postschool engagement for youth with disabilities.
B EDUC 403- Introduction to Special Education
Ph.D., Special Education and Clinical Sciences, 2009. University of Oregon, Eugene
Master of Science, Special Education, 2005. University of Oregon, Eugene
Master of Educational Leadership, 2005. University of Oregon, Eugene
Bachelor of Science, Major: Political Science, 2001. University of Oregon, Eugene
Assistant Professor, San Diego State University College of Education, San Diego
Graduate Research and Teaching Fellow, University of Oregon College of Education, Eugene
General and Special Education Classroom Teacher, South Lane School District, Cottage Grove, OR
Honors and Awards
2012 Student Mentor Program, Mentoring and Research Award, San Diego State University.
2011 Faculty Student Mentor Program, Mentoring and Research Award, San Diego State University.
2008 Helena DeGnath Wessela Memorial Scholarship, University of Oregon 2008.
2007 Helena DeGnath Wessela Memorial Scholarship, University of Oregon.
2005-2009, Graduate Research & Teaching Fellowship, University of Oregon.
National Conference Presentations
Naranjo, J., Duesbery, L. (2012, February) Perceived Barriers to Educational and Career Development and Levels of Coping Efficacy among Vulnerable Urban Youth with Learning Disabilities and Emotional Disturbance. Poster presented at the annual meeting of the Pacific Coast Research Conference, San Diego, CA.
Alverson, C. Y., Naranjo, J. M., & Yamamoto, S. H. (2010). Methods for collecting post-school outcomes data on young adults with disabilities: A literature synthesis. Career Development for Exceptional Individuals, 33(3), 155-164.
Murray, C., & Naranjo, J. M. (2008). Poor, black, LD, and graduating: A qualitative investigation of factors and processes associated with school completion among high-risk urban youth. Remedial and Special Education, 29(3), 145-160.