William Garnett
Assistant Professor
William D. Garnett, Ph.D.
EDUCATION
University of Nevada, Las Vegas, Las Vegas, NV
Ph.D. in Special Education, August, 2014
Dissertation: Analyses of Suspension, Expulsion, and Incarceration Data Reported Under IDEA 2004
Dissertation Advisor: Tom Pierce, Ph.D.
Antioch University, Los Angeles, Los Angeles, CA
M.F.A. in Fiction, June 2008
Thesis: Smelter, A Novel
California State University, Los Angeles, Los Angeles, CA
M.A. in Special Education, December, 2005
Thesis: High School Students with Moderate to Severe Disabilities and Perceptions of Friendship
University of Montana, Missoula, MT
B.A. in English, May 1995
HONORS AND AWARDS
Department of Educational and Clinical Studies Dissertation of the Year, 2014
CERTIFICATIONS
Oregon Professional Teaching License, Special Education
License #: 10518743
Washington Residency Teacher License #: 440055B
UNIVERSITY TEACHING EXPERIENCE
Central Washington University, Ellensburg, WA
Assistant Professor, 2024-Present
Courses Taught
Undergraduate Courses
Special Education Foundations
Assessment in Special Education
Individualized Education Program Management
Graduate Courses
Equitable Differentiated Instruction
Educational Rights of Individuals with Disabilities
Program Management for Students with Exceptionalities
California State University, Fresno, Fresno, CA
Assistant Professor, 2015-2024
Courses Taught
Credential Courses
Final Practicum in Mild/Moderate Disabilities
Assessment and Instruction for Students with Moderate to Severe Disabilities
Designing Effective Environments for Students with Moderate to Severe Disabilities
Assessing Students with Special Needs
Differentiated Instruction in Inclusive Secondary Settings
Introduction to Special Education
Fieldwork in Special Education
Special Education and the Law
Graduate Courses
Applications of Research Methods in Special Education
Special Educator as Researcher
Project in Special Education
Thesis in Special Education
Masters Students Advised
Master’s Project, Brooke Holland, “Music to My Ears: The Effects of Calming Music During Independent Work in Students With ASD”, Spring, 2023
Master’s Project, Giavanna Jager, “Play-Based Intervention and Behavior in Students with Autism Spectrum Disorder”, Spring 2023
Master’s Project, Delanie Livaudais, “Special Education Teacher’s Experience and Various Factors Contributing to Teacher Burnout”, Spring, 2023
Master’s Project, Celia Perez, “The Unspoken Truth of a Substitute Teacher”, Spring 2023
Master’s Project, Marissa Taff, “A Special Educator’s Perspective on Restorative Circles”, Spring 2023
Master’s Project, Lana Silva, “A Meta-Analysis of Developmental Reading Instruction for Students Identified as Deaf/Hard of Hearing”, Spring, 2023
Master’s Project, Nancy Carmona, “Culturally and Linguistically Responsive
IEPs for English Learners”, Fall 2022
Master’s Project, Brandon Gonzalez, “A Peer-Mediated Intervention Program Targeting
Initiation of Conversations”, Fall, 2022
Master’s Project, Lilian Huynh, “Full Circle: From Resident to Direct Care Staff”, Fall, 2022
Master’s Project, Taylor Lyon, “Mindfulness Activities, Self-Awareness, and Middle School Students with Emotional-Behavioral Disorders”, Fall, 2022
Master’s Project, Bethany Micu, “Trauma-Informed Teaching”, Fall 2022
Master’s Project, Jose Velazquez, “Student Post-Secondary Transition from Special Education Programs to Post-School Life: Parental Experiences”, Fall, 2022
Master’s Project, Jena Duran, “Supporting Students with ASD Who Experience Bullying”, Spring, 2022
Master’s Project, Nicholas Barker, “Training Program for Parents of Children with Nonverbal Language: Exploring Nonverbal Communication and Setting Appropriately Challenging Expectations”, Spring, 2022
Master’s Project, Israel Del Rio, “Attitudes of Co-Teaching in Secondary Education Classrooms”, Spring, 2022
Master’s Project, Taylor Hoyt, “Post-Pandemic School Closures: Teacher Burnout”, Spring, 2022
Master’s Project, Emma Elia, “Transition Goals for Students with Mild to Moderate Disabilities”, Spring, 2022
Master’s Project, Grisel Mansur, “The Effects of Using a Picture Exchange Communication System”, Spring, 2022
Master’s Project, Amber Lagorio, “Peer Intervention and Students with Autism”, Spring, 2022
Master’s Project, Susie Marina Rivas, “Life Skills”, Spring, 2022
Chair, Master’s Thesis, Samantha Dawn Blue Lundberg, “Cross-Age Peer Tutoring of Robotics with Students with Emotional and Behavioral Disorders: A Pilot Study”, Fall, 2021
Chair, Master’s Thesis, Melissa Samaniego, “Professional Learning Opportunities and Inclusion”, Fall 2021
Chair, Master’s Thesis, Brooks Seaberg, “Participation for Students with ASD in Online Learning Environments Versus Brick and Mortar”, Fall, 2021
Master’s Project Supervisor, Leticia Rangel, “Autism Portrayal in Modern Films
from 2015-2121”, Fall 2021
Master’s Project Supervisor, Nikhom Kheav, “Teacher Guide to Assist Teachers on How to Understand and Support Homeless Students”, Fall 2021
Master’s Project Supervisor, Coua Xiong, “Film Depiction of Characters with Disabilities Before and After the Education for All Handicapped Children Act (EAHCA) of 1975”, Fall 2021
Master’s Project Supervisor, Marie-Claire Baradat, Teaching Icon-Based Communication to a Child on the Autism Spectrum”, Spring, 2021
Master’s Project Supervisor, Andrea Gomez, Supporting Students’ Needs Inside and Outside of the Classroom”, Spring, 2021
Master’s Project Supervisor, Shawna Holt, “Perception of Elementary School Teachers with Tattoos”, Spring, 2021
Master’s Project Supervisor, Armando Martinez, “Positive Classroom and Teacher Factors for Student Academic Success”, Spring, 2021
Master’s Project Supervisor, Matthew Montemayor, “Supporting Early Career RSP Teachers at the Secondary Level”, Spring, 2021
Master’s Project Supervisor, Randi Parkinson, “Having “The Talk”: Parents, Sex, and Their Adult Children with Moderate/Severe Disabilities”, Spring, 2021
Master’s Project Supervisor, Eric Calderon-Phangrath, “Factors Influencing Parent Satisfaction Levels of Their Student’s IEP”, Spring, 2021
Master’s Project Supervisor, Moncerat Talamante, “Engaging the Senses to Promote Learning: A Multisensory Approach to Learning”, Spring, 2021
Master’s Project Supervisor, Vianey Arias, “Goal-Setting Skills and Independent Task Completion for Students with Intellectual Disabilities”, Fall, 2020
Master’s Project Supervisor, Lindsey Camacho, “Inclusion of Students with Disabilities
in General Education Settings”, Fall, 2020
Master’s Project Supervisor, Jasmine Cooper, “Parent Knowledge of and Participation in IEPs”, Fall, 2020
Master’s Project Supervisor, Misako Elliott, “Picture Support to Increase Language Comprehension for Children with Moderate to Severe ASD”, Fall, 2020
Master’s Project Supervisor, Kelcy Maio, “Virtual Playdates: Students with Autism and Their Peers”, Fall, 2020
Master’s Project Supervisor, Stefany Aceves, “Students with and Without Mild to Moderate Disabilities in Middle School: Perceptions of Leadership Opportunities”,
Spring, 2020
Master’s Project Supervisor, Yesenia Cazares, “Juvenile Risk Factors”, Spring, 2020
Master’s Project Supervisor, Nicole Chapple, “Inclusive Environments:
Are They Beneficial for Students with Disabilities?”, Spring, 2020
Master’s Project Supervisor, Angel Gonzalez, “Factors That Promote Job Satisfaction Among Student Workers with Moderate to Severe Disabilities”, Spring, 2020
Master’s Project Supervisor, Miranda Hill, “An Elementary School Communities Perspective on the Inclusion of Elementary Aged Students with Moderate to Severe Disabilities”, Spring, 2020
Master’s Project Supervisor, Stephanie Johnson, “Using Professional Development Training to Increase General Education Teachers Knowledge of the IEP Process”,
Spring, 2020
Master’s Project Supervisor, Monica Martinez, “The Impact of the Personal Strengths Program (PSP) and Self-Determination on Transition-Age Youth”, Spring, 2020
Master’s Project Supervisor, Bridgette Parker, “Parents Who Identify as Hispanic and Their Involvement and Understanding of the IEP Process”, Spring, 2020
Master’s Project Supervisor, Sylvia Pena, “The Benefits of Attending a Seminar about the IEP Process”, Spring, 2020
Master’s Project Supervisor, Erica Pereschica, “A Qualitative Study on The Benefits of Trauma-Informed Classrooms Has on ACES Students and Their Families”, Spring, 2020
Master’s Project Supervisor, Iris Vazquez-Mendez, “Academic Interventions: Goal Setting, Peer Tutoring, and Self-Monitoring for Students with Emotional Disturbance”, Spring, 2020
Chair, Master’s Thesis Committee, Jacob Miller, “M. Night Shyamalan and Anti-Inclusion Ideology: A Critical Film Analysis about the Representation and Treatment of People with Disabilities and the Use of Anti-Inclusion Narrative and Ideology in Film”, Spring, 2019
Master’s Project Supervisor, Alva Ruiz, “¡Sí, Se Puede!: The Effectiveness of a Parent
Education Workshop to Increase the Skills and Knowledge of Spanish-Speaking Families of Exceptional Children”, Spring, 2019
Master’s Project Supervisor, Jaclyn Young, “How Do Sixth Grade Students with Disabilities Perceive School? Students’ Perceptions of School”, Spring, 2019
Master’s Project Supervisor, Alexandra Santana, “Increasing Positive Behavior with Social Stories”, Spring, 2019
Master’s Project Supervisor, Katherine Williams, “Effective Ways for Parents and Teachers to Collaborate and Communicate Within the Special Education Setting”, Spring, 2019
Member, Master’s Thesis Committee, Rebecca Pings, Self-Determination for Adults with Intellectual Disabilities: Effects on Goal Attainment”, Spring, 2018
Master’s Project Supervisor, Ciara Standridge, “Auditory Processing Disorder and Learning How to Spell When Sounds Can’t Be Heard”, Spring, 2017
Master’s Project Supervisor, Yadira Sanchez, “Cognizance of State Standardized Testing”, Spring, 2017
Master’s Project Supervisor, Elba Reyna, “The Effect of Manual Alphabet of ASL on Spelling for Students with Auditory Processing Disabilities”, Spring, 2017
Master’s Project Supervisor, Brittany Meeker, “Substitute Teachers and Special Education”, Spring, 2017
Master’s Project Supervisor, Miguel Hernandez, “Educating Culturally and Linguistically Diverse Parents about the IEP Process”, Spring, 2017
Master’s Project Supervisor, Alese Berndt, “Providing Accommodations for Students with Special Needs in the General Education Classroom”, Spring, 2017
Master’s Project Supervisor, Marcy Strle, “The Effectiveness of Student Progress Monitoring with a Portfolio in a Special Education Setting”, Spring, 2016
Master’s Project Supervisor, Marie Poland, “Transition Planning for
Individuals with Disabilities and Their Families” Spring, 2016
Master’s Project Supervisor, Korine Minyard, The Effectiveness of Using Interactive Notebooks to Increase Test Scores in Students with Mild to Moderate Learning Disabilities in High School”, Spring, 2016
Master’s Project Supervisor, Elida Cavazos, “The Effect of a Blended Literacy Skills Intervention on Kindergarten Students at Risk for Developing Reading Deficits”, Spring, 2016
Master’s Project Supervisor, Selina Bravo, “Adolescents with Disabilities Transitioning from Middle School to High School”, Spring, 2016
University of Nevada, Las Vegas, Las Vegas, NV
Graduate Assistant/Instructor, 2009-2012
Taught undergraduate and graduate courses for the Department of Educational and Clinical Studies. Developed lectures, developed and administered tests, graded all student work, provided extensive feedback, and determined all final grades. Assisted in developing Masters (M.Ed.) comprehensive examination in the area of transition services and supervised student teachers.
Courses Taught
Undergraduate
Students with Disabilities in General Education
Career Education for Students with Disabilities
Characteristics and Inclusive Strategies for Students with Mild/Moderate Disabilities
Legal Aspects of Special Education
Graduate
Career Education for Students with Disabilities
Assessment of Students with Severe Intellectual Disabilities
Multicultural Perspectives in Special Education
Introduction to Special Education and Legal Issues (on-line)
PUBLIC SCHOOL TEACHING EXPERIENCE
Oregon City School District, Oregon City, OR
Transition Specialist/Special Education Teacher, 2012-2015
Developed and annually updated transition service program manual. Was a co-operating teacher for a student teacher from Portland State University. Developed job sites for vocational skill development. Created procedural manual to assist in day-to-day operations of the transition program. Case-managed and taught various skills from reading and writing to basic living skills to students with disabilities ages 18-21. Assessed student performance using formal (Transition Planning Inventory, Adaptive Behavior Assessment System, etc.) assessments, and informal (curriculum-based assessments, skill inventories, task analyses, etc.) assessments. Collaborated with parents, students in the transition program, and outside service providers to create and maintain transition plan. Supervised five instructional assistants. Advocated for student learning experiences, better jobs for students with disabilities, and student rights.
Dallas High School, Dallas, OR
Special Education Teacher, 2007-2009
Taught social skills, life skills, functional academics, and vocational skills to students with moderate to severe disabilities. Case managed students with disabilities ages 14-21. Developed job sites with room staff to provide vocational skill development. Assessed student performance using formal (Kaufman Test of Educational Achievement-First and Second Editions, Woodcock-Johnson, Third Edition, etc.) assessments and informal assessments (curriculum-based assessments, skill inventories, task analyses, etc.). Collaborated with students, teachers, parents, families, and outside service providers to develop individual educational programs (IEPs) and transition plans. Supervised seven room staff. Advocated for inclusive practices, student learning experiences and rights. Was a co-operating teacher for a practicum student from Portland State University.
Mt. Solo Middle School, Longview, WA
Special Education Teacher, 2006-2007
Taught reading, math, and social skills to students with mild/moderate disabilities in a resource room. Case managed students with disabilities ages 11-14. Assessed student performance using formal (Kaufman Test of Educational Achievement, Second Edition) and informal (curriculum-based assessments, skill inventories, etc.) assessments. Collaborated with students, teachers, parents, families, and outside service providers to develop IEPs. Advocated for student learning experiences and rights.
Pasadena High School, Pasadena, CA
Special Education Teacher, 2002-2006
Taught independent living skills, functional academics, vocational skills, and social skills to students with moderate/severe disabilities ages 14-21. Case managed students with disabilities ages 14-21. Developed fundraising club for student activities. Developed job sites with room staff to provide vocational skill development. Collaborated with students, teachers, parents, families, and outside service providers to develop IEPs and transition plans. Assessed student performance using formal (Woodcock-Johnson; Kaufman Test of Educational Achievement, Brigance Life Skills Inventory, etc.) and informal (curriculum- based assessments; task analyses; skill inventories, etc.) assessments. Advocated for inclusive practices, student learning experiences, and rights. Was a co-operating teacher for a student teacher from California State University, Los Angeles.
RESEARCH INTERESTS
American Indian and Alaska Native issues in education, Tribal Critical Race Theory (TribalCrit), Disability Critical Race Theory (DisCrit), disability studies, criminal justice system and individuals with disabilities; transition services for students with moderate/severe disabilities; school discipline and students with disabilities, special education policy, and disproportionate representation and disability (school discipline and incarceration).
TEACHING INTERESTS
Transition service planning and delivery, special education ethics and law (disability laws), culture and disability, culturally relevant teaching practices; math, reading and writing strategies, functional academics, formal and informal assessments; research methods.
PUBLICATIONS
Garnett, W. & Nguyen, N. (2024). American Indian and Alaska Native children with disabilities: Considerations for improving individualized education programs. Special Education Research, Policy & Practice (SERPP), 8, 45-57.
Nguyen, N., Balsamo, N., Garnett, W. (2024). Reading comprehension instruction for students with autism spectrum disorder with an emphasis on evidence-based practices: A comprehensive review of the literature from 2008-2020. Journal of the American Academy of Special Education Professionals (JAASEP), (Online ISSN 2325-7466), 44-72.
Nguyen, N. N., Mosier, W., Hines, J., & Garnett, W. (2022). Learning styles are out of style: Shifting to multimodal learning experience. Kappa Delta Pi Record, 58(2), 70-75. DOI: 10.1080/00228958.2022.2039520
Nguyen, N., Garnett, W., Balsamo, N., Brady, M. (2021) Compassion science: Embracing and cultivating compassionate minds in early childhood classrooms. The Educational Forum. DOI: 10.1080/00131725.2021.1912232
Nguyen, N., Darling, S., Peralta, C., Mosier, W., & Garnett, W. (2021). A collaborative and supplemental model to enhance early language and reading skills. The Reading Teacher, 74(4), 469-473. DOI: https://doi: 10.1002/trtr.1984
Nguyen, N., Garnett, W., Leytham, P., & Gelfer, J. (2018). Improving reading comprehension skills of students with autism spectrum disorder: A supplemental guide for early childhood educators in inclusive settings. The Reading Professor, 41(1), 36-47.
RESEARCH GRANT PROPOSALS
Garnett, W. The Spencer Foundation. “Social-Emotional Well-Being of Special Education Teachers” (unfunded).
PRESENTATIONS
Garnett, W. (2019, March). Access denied? Required course work on disability for law students. Presented at the 34th Annual Pacific Rim International Conference on Disability and Diversity, Honolulu, HI.
Garnett, W. (2018, September). Becoming a special educator. Presented at Make a Difference-TEACH! Conference, Fresno, CA.
Garnett, W. (2017, February.) Teacher social-emotional status and student behavior. Presented at Western Regional Noyce Conference, Fresno, CA.
Garnett, W. (2016, April). Risky business: Suspension/expulsion of students with disabilities from 2006 to 2011. Presented at the Council for Exceptional Children (CEC) 2016 Special Education Convention and Expo, America’s Center Convention Complex, St. Louis, MO.
Juarez, S.W. & Garnett, W. (2016, April). Preparing secondary general educators to implement universal design for learning: The effectiveness of an online module. Poster session presented at the Spring 2016 Conference of the California Council on Teacher Education (CCTE), San Jose, CA.
Garnett, W. (2015, November). Risk and race: Suspension/expulsion of students with disabilities from 2006 to 2011. Presented at the Cesar Chavez Inequalities and Social Justice in Education, Teacher Education, and Mental Health Conference, Fresno, CA.
Garnett, W. (2012, May). Dangerous intersections: Individuals with intellectual disabilities and the criminal justice system. Poster session presented at the 12th Annual Second City International Conference on Disability Studies in Education at Hunter College, New York, NY.
Garnett, W. (2005, February). Friendships of high school students. Presented at the Cal-TASH and Westside Family Resource and Empowerment Center Conference, Manhattan Beach, CA.
UNIVERSITY AND COMMUNITY SERVICE
Central Washington University
Departmental Service
Elementary Education Program Member, September, 2024-Present
California State University, Fresno
Program Coordinator, MA in Special Education, 2020-2024
Graduate Coordinators Committee, Department of Literacy, Early, Bilingual, and Special Education, Fall 2020-2024
Graduate Coordinators Committee, Kremen School of Education and Human Development, Fall 2020-2024
Graduate Coordinators Committee, Fresno State University, Fall 2020-2024
Single Subject Coordinators Committee,
Search Committee Member for Special Education Faculty in Mild/Moderate, Fall 2020
Treasurer, Faculty Assembly, 2016-2018
Member, International Education Committee 2016-2018
Search Committee Member for Emergent Bilingual in Secondary Settings, Spring, 2016
Member, American Indian Faculty and Staff Association Graduation Committee, 2017-2024
University of Nevada, Las Vegas
Graduate Student Representative for the Department of Special Education, Spring, 2010
MEMBERSHIPS
The Council for Exceptional Children
The Council for Exceptional Children Division for Learning Disabilities
The Council for Exceptional Children Division on Career Development and Transition
American Association on Intellectual and Developmental Disabilities
Revised January, 2025
Contact
Black Hall 204-15