Leadership Education in Neurodevelopmental Disabilities (LEND)
About GULEND
The Georgetown LEND (GULEND) is an interdisciplinary training program focused on strengthening the local services and supports for people with disabilities and their families across the lifespan. GULEND trains clinicians and related service providers at any level of their career alongside advocates and family members with lived experiences of disabilities. LEND is administered by the Maternal and Child Health Bureau (MCHB) of the Health Resources and Services Administration. GULEND is part of a national network of programs across the country that shares information and resources. LEND training began in the 1960s, and there are currently 60 LEND programs in 44 states, jurisdictions, and territories.
In collaboration with other universities and LEND programs regionally and nationally, GULEND offers:
Training that advances racial and health equity
Opportunities to enhance clinical skills for fellows who are clinicians or practitioners, or who are pre-service and preparing to enter clinical practice
Learning and observation opportunities in places where people with neurodevelopmental disabilities and their families are served across the lifespan
Critical inquiry and research
Advocacy training for people with neurodevelopmental and related disabilities and family members and caregivers.
The GULEND is accepting trainees for the 2024-2025 academic year. Long-term trainees can apply now through June 30, 2024. In addition to providing an in-person class on Fridays from September to June that is co-taught by people with lived experiences of disabilities, GULEND partners with local, community-based providers who comprehensively serve children and youth with disabilities and their families. GULEND has a unique focus on disability policy and leadership for cultural and linguistic competence, and many of the GULEND faculty who contribute to our program are also involved in the work of the Georgetown University Center for Excellence in Developmental Disabilities (GUCEDD ).
When I attended my first AUCD conference about 4 or 5 years ago, I learned about LEND. For me the best part of the conference was going to the LEND Poster presentations, seeing the research, and talking to the LEND trainees about their projects. Their ideas were refreshing. Afterward, I looked into becoming a LEND trainee. I learned that although Georgetown University once had a LEND program, it no longer existed. I made inquiries into programs in other states but didn’t get much of a response. I thought it would never happen. Then last summer, I heard that the GUUCEDD was taking applications for a new LEND cohort. There was no question that I would apply.
What do you hope to gain from being in LEND?
I have been a special education advocate for almost 20 years. I work with parents of children with special needs. Special education advocacy requires a wide breadth of knowledge. I was very confident in my knowledge about education and law but wanted to improve my knowledge and understanding of the healthcare system. I thought the LEND program was exactly what I needed to meet that goal. Also, most of the special education advocacy work I have done, I have done alone. I knew that in the LEND program I would get to participate in a shared experience. I looked forward to being around a group of people working toward the same goal.
How has being in LEND impacted your understanding of disability?
It has expanded my exposure and knowledge just as I had hoped. We have covered numerous topics in great detail that I knew very little about previously. Everyone in my cohort plays a different role in the disability support continuum and I get the benefit of their expertise. A major focus of our LEND program is learning to function as an interdisciplinary team. Thinking of the work in this way is much more effective and efficient and will change the way I approach things moving forward.
How was your experience in being part of the Georgetown Advisory Council Meeting?
I love being on the Georgetown Advisory Council Meeting. Our major focus is to support the development of the GUUCEDD’s five-year plan. Although the 5-year plan is the priority, my favorite part of being on the Georgetown Advisory Council is the people. The UCEDD staff is great. They have been very helpful to me and my family over the years and are a wealth of information and great advice. Through participation in the Advisory Council, I not only get to support the work of the UCEDD, I also get to hear from disability government and community leaders and give input on their work.
Program Contact
For more information, please contact Pamala Trivedi, GULEND Project Director.
Mentorship for Equity
Mentoring is a known evidence-based practice that has proven effective in supporting people across the lifespan to achieve desired goals and aspirations. The GULEND is offering mentoring to all trainees to embed cultural and linguistic competence and cultural diversity in their career and life goals. GULEND identified a stellar cadre of people from diverse racial, ethnic, and cultural backgrounds to serve as mentors for all trainee cohorts.
GULEND trainees will have the opportunity to be matched with a mentor that embraces the philosophy stated below who can guide them in ways to understand and practice cultural and linguistic competence professionally and in life.
Mentoring
Mentoring is a collaborative learning relationship between individuals who share mutual responsibility and accountability for helping the mentee work toward the fulfillment of clear and mutually defined learning goals. Mentoring is used to assist individuals at specific stages of development or transition and lasts for a sustained but defined period of time. The mentoring relationship provides a developmental opportunity for both parties and can thus be of mutual benefit.1
Mentoring is a developmental partnership through which one person shares knowledge, skills, information and perspectives to foster the personal and professional growth of someone else.2
Mentor
A mentor facilitates personal and professional growth in an individual by sharing the knowledge and insights that they learned through the years.3
Mentee
A mentee is an achiever – groomed for advancement by being provided opportunities to excel beyond the limits of their position.*
Many definitions of mentoring depict the relationship between mentor and mentee as unilateral.
GU LEND posits that this relationship is indeed bilateral and mentors continuously acquire knowledge as they support the talents, interests, and needs of their mentees.
Mentoring in Cultural and Linguistic Competence for Career and Life Goals
Cultural competence and linguistic competence are essential for health professionals to be responsive to the diverse populations that reside not only in the District of Columbia, but also nationally including tribal nations and territories as all interactions are cross-cultural. The capacity to acknowledge, understand, and respond positively to cultural differences are key components of Mentorship for Equity. Given the well-documented racial, ethnic, and geographic disparities in diagnosis and interventions in ASD and other neurodevelopmental disabilities, cultural and linguistic competence is especially relevant for these populations across the life course.
LEND Program Director Diversity & Inclusion Coordinator Westchester Institute for Human Development Assistant Professor Center on Disability, School of Health Sciences and Practice, New York Medical College
Areas of Expertise
Cultural and Linguistic Competency
Health Disparities
Trauma-Informed Care
Family-Professional Partnerships and Collaborations
Organizational and Policy Development
Interest and Desire to Mentor
I have had the benefit of mentors throughout my personal and professional life. Each has had a significant impact on me and have influenced my growth and development. Just as I have gained and benefitted from their experiences and expertise, I look forward to sharing my knowledge and experiences with others in the development of their leadership goals and skills. I have been fortunate to do so as faculty and program director in the LEND training program at WIHD, NYMC.
Values and Approaches to Mentoring
A good mentor is one who provides guidance and support through active listening and thoughtful questioning; sharing of their knowledge and expertise; and providing opportunities for review and self-reflection. The mentor-mentee relationship is a collaborative process and one that is mutually benefitting with both gaining from the experience.
DEI Director JFK Partners, Colorado’s University Center of Excellence in Developmental Disabilities (UCED) and Leadership Education in Neurodevelopmental Disabilities (LEND) Program,
Department of Pediatrics, University of Colorado School of Medicine
Areas of Expertise
Culturally Responsive Care
DEI
Developmental Disabilities
Transdisciplinary Teaming
Project Coordination
Interest and Desire to Mentor
Throughout my career, I have been very fortunate to have had wonderful informal and formal mentors. Each mentor facilitated my skills and provided support to challenge me in new areas of professional development. I have extensive experience mentoring individuals from various disciplines in my work for over 30 years. Mentoring is one of the most fulfilling aspects of my job. I am passionate about supporting individuals in gaining the necessary knowledge and skills to grow and be successful in their work.
Values and Approaches to Mentoring
The relationship between the mentor and mentee is the core of the process and is based on the individual goals of the mentee. Mentoring involves encouragement, guidance and reflection which includes thoughtful questioning and active listening by both parties. Each person’s personal and professional experiences and interests enrich the relationship which is a two-way experience with both mentor and mentee benefitting from the process.
Clinical Professor of Public Health (Emeritus) Founding Director of the Center for Leadership in Disability, GaLEND, and AUCD Leadership Academy at Georgia State University
Areas of Expertise
Leadership Development
Disability-Focused Systems Change
Autism and Intellectual Disabilities
Positive Behavior Support
Implementation Science
Interest and Desire to Mentor
Mentoring and being mentored are some of the most meaningful experiences in my professional life. So, as someone recently retired from my university position, what could be better than being invited to serve as a mentor? It offers the opportunity to engage in a deeply personal way with someone who will make a difference for the next generation.
Values and Approaches to Mentoring
I think mentoring is grounded in what the mentee wants to accomplish – with just a little bit of challenge to clarify priorities and values. I believe this can be done with support, some humor, exploring options, clarifying questions, and the encouragement to take the next step.
Assistant Director; UCEDD Training Director Sonoran UCEDD | Department of Family & Community Medicine University of Arizona, College of Medicine
Areas of Expertise
Person-centered planning and practices
Youth to adult transition
Interdisciplinary teaming
Outreach and information dissemination
Project coordination and management
Interest and Desire to Mentor
I have been fortunate to have several wonderful formal and informal mentors provide guidance in my chosen career path within the disability field. Not only have I learned how to navigate the systems and politics within the field, but I’ve also been able to determine the kind of leader and professional I wanted to be through the benefit of their example, advice and experience. One of the aspects of my role I enjoy most, is being able to do the same for others. I believe that everyone can contribute and learn from one another; and it is incredibly rewarding and an honor to support and be part of someone’s leadership and learning journey.
Values and Approaches to Mentoring
I view mentoring as my chance to empower and encourage others to explore and identify passions, as well as expand their knowledge. I believe that mentoring is a bi-lateral exchange that is mentee driven. I recognize that what others bring to the relationship by way of culture, skills, experience and ideas have immense value and enriches the relationship. It is the responsibility of both the mentor and mentee to be willing, prepared, informed, available and engaged in the mentoring process. It is essential that mentors encourage and engage in supportive, compassionate, and open communication. Ultimately, mentoring is an opportunity for both parties to learn and benefit throughout the experience to achieve their respective goals.
Diversity and Inclusion Program Specialist Language Access Coordinator New York State Developmental Disabilities Planning Council
Areas of Expertise
Cultural and Linguistic Competence
Language Access Policy
Community Engagement
Diversity and Inclusion
Addressing Racial and Ethnic Health Disparities
Interest and Desire to Mentor
I owe a debt of gratitude to the mentors who have provided both personal and professional support throughout my career. As someone who has benefited greatly from mentorship, I am honored to have the opportunity to provide support to other professionals who are working to advance cultural and linguistic competence in the field. I believe that cultivating cultural and linguistic competence is one of the most pressing issues of our time and that the way we approach this work will have a lasting impact on the health care field.
Values and Approaches to Mentoring
Influencing change within a workplace and beyond is challenging, mentoring is one valuable tool to provide ongoing support and to sustain this work over time. I approach mentoring as an opportunity to form a meaningful relationship with another colleague who shares the value of advancing cultural and linguistic competence. I believe that mentoring is a creative and collaborative endeavor that requires both structure and flexibility. It is important to have clear goals, as well as room for open conversation, so that innovative solutions can emerge.
Herbert A. Shainberg Professor Departments of Pediatrics and Medical Education Executive Director, Center on Developmental Disabilities Director, University Center for Excellence in Developmental Disabilities (UCEDD) Director, Interprofessional Education, College of Medicine Associate Director, Leadership Education in Neurodevelopmental Disabilities (LEND) University of Tennessee Health Science Center
Areas of Expertise
Leadership Development
Interprofessional Education and Interdisciplinary Teamwork
Organizational Change and Personnel Management
Clinical Child Psychology
IDD Supports and Services in Rural Communities
College Supports for Students with Autism
Intersectionality of LGBT+ and Disability Communities
Interest and Desire to Mentor
Some of my most professionally satisfying work has centered around leadership development and mentorship activities. I’ve been fortunate to have several mentors and truthsayers over my career that have helped me develop my strengths, brought focus to my goals, and spoken candidly about areas that I can improve and grow. In turn, I’ve enjoyed positively impacting others’ lives by helping them define and reach their professional goals.
Values and Approaches to Mentoring
I view mentoring as a bidirectional relationship; the mentor and the mentee should actively engage in the process, and the connection should be mutually beneficial. Good mentoring can profoundly impact an individual’s personal and professional growth. As a mentor, I embrace the following values and approaches in my work: confidentiality, setting clear expectations, active listening, open and honest communication, empathy and patience, leading by example, providing guidance while encouraging independence, respecting diversity, providing feedback for growth, celebrating achievements, and taking a long-term perspective.
Assistant Professor in Educational Leadership California State University Sacramento. Senior Community Health Supervisor UC Davis Center for Excellence in Developmental Disabilities MIND Institute
Areas of Expertise
Critical Qualitative and Mixed-Methods Research Methodologies
Autism Family Advocacy
Culturally Competent Family Programs
Educational Leadership Development
Interdisciplinary research and teaching
Interest and Desire to Mentor
Mentoring is a passion and privilege for me. I understand the gravitas that formal and informal mentors had in setting the positive trajectory of my career journey and want to model that experience for my mentees. As a mother scholar of a Black autistic child, my aim is to equip and prepare the next generation of advocates, practitioners, and scholars to dismantle oppressive systems and practices that harm BIPOC disabled people and see my mentoring as a key part of that process.
Values and Approaches to Mentoring
My passion to become a professor is largely because of my love for mentoring and teaching. I mentored individuals ranging from the age of six to seventy-six and could learn from and see growth in each person I mentored. To me, mentoring is both an art and a science. The time and creativity that I place into individualizing the experiences of each of my mentees has always given me so much joy. I truly consider it a privilege and honor to be a facilitator of their growth process and make it my priority to individualize their experiences to give them what they need to get the most out of our interactions.
Bilingual Academic Consultant Georgia State University, Global Health Policy Center Morehouse School of Medicine, Prevention Research Center
Areas of Expertise
Parent of a Son with Nonverbal Autism and Epilepsy
Addressing/Implementing Language Access
Cultural and Linguistic Competence and Responsiveness
Academic-Professional and Community-Based Interpreting and Translating (English<>Spanish)
Bilingual Community Education and Family-Based Approaches and Practices
Culturally and Linguistically Responsive Program Development and Implementation
Mental Health in Spanish-speaking Communities
Working with Migrant/Newcomer/Immigrant Populations
Interest and Desire to Mentor
I mentored undergraduate and graduate students at Georgia State University through an initiative that I created, namely the Latino(a)(x) Mentoring Pipeline, that provided Latino(a)(x) students with the opportunity to learn best practices serving Spanish-speaking communities, inclusive of families with children and youth living with developmental disabilities.
In tandem, as a parent of a son with nonverbal autism and epilepsy, it is crucial to me that clinical and non-clinical professionals gain awareness, knowledge, and skills to become culturally and linguistically responsive to the needs of diverse families.
Moreover, I continue to have phenomenal professional mentors, who have created spaces for me to develop and enhance my creative ideation, leadership qualities, and innovative vision(s). And I look forward to learning from my mentee(s) in a caring, enthusiastic, participatory, and reciprocal process.
Values and Approaches to Mentoring
An effective mentor is someone who models for others. And is dedicated to their craft and the development of others in equal measure. Add to that integrity and passion, and good humor and curiosity, when and where it is needed.
Senior Medical Advisor, AHRC- New York City Medical Specialist, Metro Developmental Disabilities Services, New York State Office of Persons with Developmental Disabilities (OPWDD)
Areas of Expertise
Healthcare
Health promotion & Wellness
Women’s issues
Cultural diversity for individuals with intellectual and developmental disabilities
COVID 19 – clinical management for individuals with intellectual and developmental disabilities
Interest and Desire to Mentor
I am interested in serving as a mentor because of the benefits I have received from mentors throughout my professional career. The mentors have provided their expertise and guidance without compensation. I now have the opportunity to give back by assisting a mentee in his/her personal and professional development. I also continue to learn and be informed with a mentoring partnership. I see this relationship as being mutually beneficial to the mentor and the mentee.
Values and Approaches to Mentoring
I approach mentoring based on my core beliefs of mutual respect for all individuals. My professional and personal expertise is given freely to assist a mentee in their professional and personal development. My goal is to empower a mentee to succeed to their fullest capacity. My reward is assisting in the mentee’s growth and development. My hope is that the individual’s personal and professional outcomes exceed his/her expectations.