The University of Connecticut Leadership Education in Neurodevelopmental and related Disabilities (CT LEND) program is a one-year interdisciplinary leadership training program for persons with disabilities, family members, practicing professionals and graduate students at UConn and other Connecticut universities.
CT LEND is one of 60 LEND programs across the country that focus on training future leaders from a wide variety of professional disciplines to improve quality of life outcomes for children, youth, and adults with neurodevelopmental disabilities, including autism.
The training program requires the completion of coursework, research studies, advocacy projects, and community practicum assignments with infants, children, and youth with developmental disabilities.
LEND 26-27 trainee application is now open
Who is Eligible to Apply for the LEND Program?
Doctoral and master’s level students from UConn with a demonstrated commitment to the field of
disabilities in the following disciplines: Audiology, Genetic Counseling, Nursing, Public Health, School
Psychology, School Counseling, Psychology, Social Work, Special Education, and Speech Language
Pathology. Students from other disciplines may apply to participate in other training options. Student
academic advisors must complete a recommendation for each applicant.
To apply (LINK)
To learn more - view the 2026-2027 Application Guide
WEEKLY SEMINAR SERIES
THIS WEEK IN CT LEND
April 3, 2026
Seminar 10 - System Supports: Technology for Communication; Self-Determination; ASD Research
Guest Speakers: Nicole W. Gallagher, Lauren Bruno, Ben Edwards, and Connie Kasari
This week, CT LEND trainees will focus on augmentative and alternative communication (AAC), self-determination, and autism research. Presenters include Nicole W. Gallagher, MS, CCC-SLP (UConn), Lauren Bruno, PhD, and Ben Edwards (University of Kansas), along with Connie Kasari, PhD (UCLA), who will share insights on communication supports, self-determination, and early childhood autism research. By the end of the session, trainees will be able to describe key AAC approaches, including both technology-based and non-technology methods, and explain the role of self-determination across the lifespan. They will also be able to apply evidence-based strategies from current autism research to better support individuals in practice.
Legislative Session
Trainees participate in an advocacy project that culminates in a visit to Connecticut legislators. Trainees work in groups to identify a systemic need affecting individuals with disabilities. Each group prepares a presentation for a legislator that outlines the problem and presents a research-based, realistic solution. As part of the training, legislators are invited to serve as “faculty” for the morning.
In this role, legislators participate in mock meetings with small groups of graduate students who present a disability-related issue and a research-based, realistic solution. We have held this training at the Capitol for the past several years and have consistently received very positive feedback from legislators who assist us.
The goal is to help trainees learn how to communicate effectively with policymakers and become stronger advocates in their respective fields. Legislators serving as faculty provide feedback on the presentations, share insights about what works well in legislative communication, and discuss what is most helpful when advocates bring issues forward.
Program Objectives
Advance the knowledge and skills of all child health professionals to improve health care delivery systems for children with developmental disabilities
Provide high-quality interdisciplinary education that emphasizes the integration of services from state and local agencies and organizations, private providers, and communities
Provide health professionals with skills that foster community-based partnerships
Promote innovative practices to enhance cultural competency, family-centered care, and interdisciplinary partnerships