CT LEND 2018-2019 Trainees
CT LEND 2017-2018 Family Faculty Recognition
Recognition Awards were presented to Julie Ball, Maria Lourdes Castellanos, Kevin Daly, Helen Dianne Fitzgerald, Nanfi Lubogo and Doris Maldonado for their role in parenting children with disabilities.
Welcome the CT LEND 2017-2018 Class!
Participants pictured left to right are: Nanfi Lubogo, Cheryl Ordway Eckert, Melora Wiley, Michele Ledesma, Emma Ellis, Olivia Dewald, Casey Turovac, Hannah Brown (back row), Ashley Bean, Chelsea Panse (back row), MaryKate Bisaillon, Tara Lutz, Nawarat Aroonyadech, Ashley Mills (back row), Marta Persia, Ashley Moore, Ann Marie Ferreira (back row), Amanda Tchernotzkas, Dorothy Vittner, Lauren Benoit.
Exicting New Year for the Connecticut LEND
The CT LEND has had an exciting new start this year. Nine UCONN graduate students from various disciplines, two Yale Developmental-Behavioral Pediatric fellows, four community trainees, and four Human Services/Family Studies students from Goodwin College fill our conference room at UCONN Health each Friday. We welcome family faculty and several UCEDD staff members to each weekly seminar as well. Our true interdisciplinary cohort includes participants from an AUCD Auditory supplement and also a Diversity grant, several of whom are first generation college students.
In addition to the weekly didactic sessions, students have visited the Hospital for Special Care, University of Hartford Magnet School, and Yale Child Study Center, as well as participated in local events like the Fragile X Conference, a Medical Management series at the school of Social Work, an Autism Workshop sponsored by the Institute for System Genomics, and guest lectures from Dr. Carl Dunst, Dr. William McGaughey, and Dr. Allan Bergman.
LEND participants successfully completed group research projects on topics including post-hospitalization supports for children with ABIs, ASD prevalence in the Connecticut foster system, and prematurity and ASD. Students look forward to Spring clinical placements, independent research projects, and participation with CT KASA for the authentic opportunity to experience advocacy from the perspective of local children with disabilities. If other state LEND trainees are travelling through Connecticut this year, please feel free to join us at a Friday seminar, or simply to visit the CT UCEDD!
Leadership Education in Neurodevelopmental and Related Disabilities (LEND) programs provide long-term, graduate level interdisciplinary training as well as interdisciplinary services and care. The purpose of the LEND training program is to improve the health of infants, children, and adolescents with disabilities. They accomplish this by preparing trainees from diverse professional disciplines to assume leadership roles in their respective fields and by ensuring high levels of interdisciplinary clinical competence.
LEND programs operate within a university system, usually as part of a University Center for Excellence (UCEDD) or other larger entity, and collaborate with local university hospitals and/or health care centers. This set-up gives them the expert faculty, facilities, and other resources necessary to provide exceptional interdisciplinary training and services.
CT LEND is one of 52 LEND programs across the country that focus on the training of future leaders from a wide variety of professional disciplines in order to improve the health care delivery system for children with autism and other neurodevelopmental disabilities.
The training program requires the completion of coursework, research studies, advocacy projects and community practicum assignments with infants, children and youth with developmental disabilities and their families.
The CT LEND provides funding for Trainees who participate in the program as:
• Long Term Trainees who commit 300+ hours or 20 hours a week over the academic year
• Medium Term Trainees who commit 40 to 299 hours over a year
• Short Term Trainees who commit up to 39 hours over a year
The LENDs grew from the 1950s efforts of the Children's Bureau (now the Maternal and Child Health Bureau) to identify children with disabilities as a Title V program priority. They are funded under the Autism Collaboration, Accountability, Research, Education, and Support (CARES) Act, and are administered by the Health Resources and Service's Administration's (HRSA) Maternal and Child Health Bureau (MCHB).