Jessica Ivette Alnaqeeb: Jessica Ivette Alnaqeeb is a dedicated parent leader and advocate committed to empowering mothers, children, and families of diverse backgrounds. She has a background in business administration. Her primary focus is on supporting families of children with special needs and families for whom English is a second language, bridging communication gaps within underserved communities. Her passion is driven by her personal story and experience as a parent of a child with Autism.
Jonathan Bassett: Jon Bassett is a second-year student in the master’s in School Counseling program at the University of Connecticut. Prior to this, Jon was part of the Integrated Bachelor’s/Master’s (IB/M) program for secondary social studies education and graduated in 2019, where he taught high school social studies for 3 years. He looks forward to CT LEND, where he will gain new strategies and ideas towards helping support all students as a future school counselor in Connecticut.
Brianna Cashman: Brianna Cashman is a first-year doctoral student in the School Psychology program at the University of Connecticut. She graduated from Central Michigan University in 2025 with a bachelor's degree in neuroscience and psychology with minors in math and childhood development. As an undergraduate, she participated in a mentorship program focused on community involvement for local children with disabilities and their families. She also worked as an early childhood educator and led a reading and math intervention program for early elementary students. After graduating with her PhD, she hopes to work as a school psychologist and incorporate the knowledge gained from CT LEND into her daily work with students and their families.
Natalie Charamut: Natalie Charamut is a fourth-year doctoral student in the School Psychology program at the University of Connecticut. She previously received a master's degree in clinical psychology from the University of Maryland and a bachelor's degree in psychology and political science from the University of North Carolina at Chapel Hill. Her interests are in psychological assessment with a focus on determining the best supports and interventions for those with disabilities. She is excited to participate in the CT LEND program to learn more about advocacy for individuals with disabilities. In her free time, she loves to read, craft, and attend musicals and concerts.
Alexandra Chester: Alexandra “Alex” Chester is a second-year student in the master’s in Educational Psychology program with specialization in School Counseling at the University of Connecticut. She completed her undergraduate degree at UConn, majoring in psychology and minoring in human development and family sciences. Alex is currently completing her school counseling internship at Conard High School in West Hartford, CT. For the last three years, Alex has worked as a special education paraprofessional with regular and special education students in Hartford and Simsbury. Always hungry for more knowledge and willing to further her own research, she began the next step in her personal educational career by starting her graduate studies in school counseling, as she hopes to continue working with young and adolescent students in her career. One of Alex’s primary goals is to better support and reduce educational disparities for historically underrepresented students, including students of color and neurodiverse students.
Samantha Christmas: Samantha Christmas is a second-year doctoral student in the Audiology program at the University of Connecticut. Previously, Samantha received a degree in Communication Sciences and Disorders with minors in Developing Child and Families and Pre-Audiology from Nazareth University in 2024. Samantha is also a part of the Hearing Conservation Lab. She has been a daycare teacher for over four years and has spent most of that time in preschool rooms with children from different backgrounds and needs. Samantha’s future goal is to work as a pediatric audiologist in a medical setting and provide families with support and the tools to help their children succeed.
Daniel DeVault: Daniel DeVault is a first-year student in the master’s in School Psychology program at the University of Connecticut. He earned his Bachelor of Arts degree in psychology and a certificate in child policy research from Duke University before pursuing a Master of Arts degree in developmental disabilities from Columbia University Teachers College. He is passionate about supporting youth with developmental disabilities through school and maximizing their educational outcomes. In his free time, he loves to paddleboard and play with his dog, Emmet.
Margaret "Maggie" Drohen: Margaret “Maggie” Drohen is a second-year student in UConn's Genetic Counseling program. She received her bachelor's degree in biology with a minor in psychology. She has completed her clinical rotations in pediatric and adult genetics, cardiovascular genetics, and prenatal genetics so far. For her capstone project, she is creating an online educational module on postmortem genetic testing geared towards practicing genetic counselors. She is looking forward to CT LEND and taking the skills and knowledge that she learns into the field of genetic counseling.
Alison Fox: Alison Fox is a second-year student in the Master of Social Work (MSW) program at the University of Connecticut in the Individuals, Groups, and Families Practice concentration. She earned her Bachelor of Arts in psychological sciences and English from the University of Vermont in May 2024. She has experience working with individuals with disabilities from ages 5 through young adults, working on behavioral and social skills, as well as college peer mentoring. She is interested in pursuing a career in school social work. She completed her first year MSW practicum placement at New Britain High School, where she facilitated individual and group counseling for students with IEPs/504-Plans. This year, she will be placed at The Village for Families and Children EDT program, working with children ages 5-14. In her free time, she enjoys reading, skiing, and spending time with family.
Om Ghetia: Om Ghetia is a first-year student in the Master of Public Health program at UConn Health. He earned a bachelor’s degree in nutritional sciences at the University of Connecticut. Through his bachelor's degree, he had a unique opportunity to work as a dietary intern at a summer camp for children with complex and serious illnesses. While there, he observed that many children with neurodevelopmental disabilities have complex and unique relationships with food. This inspired him to join CT LEND, where he hopes to learn how to work with these children, rather than simply for them. In addition, he has a strong interest in policy and law as they relate to disability, particularly in how universal design can be embedded in policies to promote accessibility and equity for all. Through his experience in LEND, he hopes to grow as a professional and improve his capacity to work with children with neurodevelopmental disabilities.
Grace Hartmann: Grace Hartmann is a student in the Advanced Standing Social Work program with a concentration in Individuals, Groups, & Families. She earned her Bachelor of Arts in social work at Sacred Heart University (SHU) in May 2025. In her time at SHU, she worked as a Social Work Intern at an Intensive Outpatient Program, working with children and adolescents with various disabilities and mental health challenges. For 3 years, she worked as a special education paraeducator at a middle school in her town. She found her passion to work with this population at a young age as an active member of the Special Olympics CT community as a mentor, coach, advocate, and ambassador. Through CT LEND training, she hopes to further develop her knowledge and skills to work productively and supportively with this population in her future career.
Lauren Maiolo: Lauren Maiolo is a second-year student in the Master of Public Health program at UConn Health. She graduated from Sacred Heart University with a B.S. in psychology and a minor in neuroscience, followed by a year of experience in the clinical research setting working with the Early Alzheimer's population. During this time, she worked in early childhood development, granting her the unique perspective of working with individuals of all ages. She is passionate about neurodevelopment and eager to synthesize public health competencies with CT LEND!
Quinn Meehan: Quinn Meehan (they/them) is a second-year, disabled and queer student in the Master of Social Work program at the University of Connecticut, concentrating in Community Organizing. Their organizing and research interests center on disability justice, critical access theory, and queer studies. Quinn organizes with multiple marginalized disabled communities and builds accessible community spaces and popular education opportunities grounded in the principles of disability justice. They are currently engaged in research with Dr. Paceley at the School of Social Work, focused on the impacts of systemic ableism and queerphobia on vulnerable communities. In addition to their lived experience, Quinn draws on a background in special education, holding a Master of Arts in teaching from Relay Graduate School of Education. In their free time, they enjoy spending time with their community, reading, and riding in their powerchair!
Shannon O'Keefe: Shannon O’Keefe works as a caregiver for adults with Autism, Fragile X Syndrome, OCD, and other varying neurodevelopmental disabilities. Shannon is an employee of West Hartford Leisure Services as a one-to-one camp counselor for campers with special needs, implementing tailored care plans. Shannon supports play with non-disabled peers at mainstream camps, reinforces positive behaviors, accommodates campers' social-emotional needs, and provides individualized supports. Shannon has worked with campers ages 4-15 with a wide range of neurodevelopmental and physical disabilities and has been special needs support staff at the community center's adult special needs events. Shannon is a Council of Parent Attorneys and Advocates Member, attending their Special Education Advocate Training. Shannon completed one year of college at Xavier University as a special education major, aspiring to become a special education advocate. Shannon is also an American Sign Language tutor and volunteer for West Hartford Special Olympics bocce, bowling, and track and field.
Emily Orzechowski: Emily Orzechowski is a second-year doctoral student in the Audiology program at the University of Connecticut. Emily graduated from the University of Rhode Island in December 2023 with a Bachelor of Science in communication disorders. Emily has been a Behavior Technician for 2.5 years, working in both the home setting and a clinical setting, working with children across the age range from 3-21. Emily’s goal for the future is to become a pediatric audiologist using the knowledge learned in this program to help children with neurodevelopmental disabilities and their families.
Evelyn Pearson: Evelyn is a second-year doctoral student in the Audiology program at the University of Connecticut. She graduated from Ithaca College in December of 2022, majoring in speech language pathology and audiology and minoring in Deaf studies. Evelyn aspires to become an audiologist who collaborates on an interdisciplinary team to provide the best care for children and their families. She is looking forward to learning alongside individuals from other disciplines and backgrounds who are involved in CT LEND. In her free time, Evelyn loves to knit, spend time with her family and dogs, and likes to lift weights.
Sophia Rakovan: Sophia Rakovan is a second-year student in the master’s in Speech-Language Pathology program at the University of Connecticut. She also completed her undergraduate degree in speech, language, and hearing sciences with a minor in American Sign Language at the University of Connecticut. Over the past summer, she gained extensive experience working with individuals with neurodevelopmental disabilities across the lifespan, including those with Autism spectrum disorder, Down Syndrome, Cerebral Palsy, sensory feeding disorders, acquired language disorders, as well as premature infants in the NICU. Post-graduation, she hopes to focus her career on supporting individuals in gaining access to augmentative and alternative communication (AAC) and providing treatment for feeding and swallowing disorders. She also aspires to advocate for policy changes at both the state and national levels to better serve people with disabilities. In her free time, she enjoys skiing, hiking, and participating in her monthly book club.
Maria Carmela Rigunay: Maria Carmela “Mic” Rigunay is a Developmental and Behavioral Pediatrics clinical fellow at the Yale Child Study Center. Mic earned her MD from St. Luke’s College of Medicine and a BS in Nursing from the University of the Philippines Manila. She began her career first as a nurse and later as a physician in her home country, then served as a clinical instructor at St. George’s University in Grenada. During her pediatric training in the Bronx, caring for a diverse population with complex medical and social needs honed her skills and deepened her dedication to equitable, family-centered care. At Yale, she continues to advance her expertise in DB pediatrics, contributes to innovations in care and education, and pursues further research in early child development, sensory impairments, and neurodevelopmental disorders. Through the CT LEND program, she looks forward to enhancing her skills in mobilizing resources, fostering community partnerships, influencing policy, and empowering families—all to improve patient care. Outside of medicine, Mic enjoys exploring new places and food, creative projects, and Formula 1. She has two Shih Tzus named Lukesky and Petrie.
Arianna Roach: Arianna is a recent graduate of the University of Connecticut (Class of 2025), where she earned a B.S. in molecular and cell biology with a minor in bioinformatics. As an undergraduate, she conducted research in molecular genetics and completed an honors thesis. Her project explored potential mechanisms that may contribute to the male sex bias observed in Autism Spectrum Disorder (ASD). In addition to her academic training, Arianna has over five years of experience as a personal care assistant for her older brother, who is on the autism spectrum. This role has given her meaningful insight into the challenges faced by individuals with disabilities and their families, and has strengthened her commitment to advocacy and compassionate, person-centered care. Arianna joined the CT LEND program to bridge her scientific background with her lived experience. She hopes to pursue a career in healthcare that integrates research, clinical care, and advocacy to improve accessibility and outcomes for individuals with disabilities and their families.
Katharine Santella: Katharine Santella is a second-year student in the Speech-Language Pathology master's program at the University of Connecticut. She graduated from UConn in 2024 with a degree in speech, language, and hearing sciences with a minor in psychology. Over the summer, she worked with adults with developmental disabilities, treating and evaluating for speech/language disorders, social communication skills, and swallowing disorders. She also worked with the transgender/gender-diverse population through gender affirming voice therapy, which has a high rate of neurodiversity. She is excited to join the CT LEND program to increase her experience and knowledge surrounding this population and continue her career being a leader and advocate for those with neurodevelopmental disabilities. In her free time, she likes to run, thrift clothes, and spend time with her cats, Smudge and Cali.
Sarah Sportini: Sarah Sportini is a fifth-year student at the University of Connecticut in the Neag School of Education's Integrated Bachelor’s/Master’s (IB/M) Program, studying educational psychology. As part of this program, she completed her bachelor's degree in special education from UConn, where she graduated summa cum laude from the Neag School of Education. Sarah plans to be a special education teacher specifically for students with autism and intellectual and developmental disabilities, focusing on supporting their appropriate social, emotional, and behavioral development and acquisition of necessary academic skills. During her undergraduate career, Sarah completed several clinical placements that strengthened her skills as a teacher. She has experience working with students with significant social/emotional/behavioral difficulties, as well as students with neurodevelopmental disabilities. Sarah looks forward to learning more about the ways that different services interact for students with special needs and strengthening her ability to be an advocate for her students by participating in CT LEND.