STANFORD NEURODIVERSITY SUMMIT 2024
Day 2 Program and Speakers
Please note that times shown below are in Pacific Time Zone.
DAY 2 - Monday, September 23, 2024
Lawrence Fung, MD, PhD
Director, Stanford Neurodiversity Project
Associate Professor of Psychiatry & Behavioral Sciences
Dr. Lawrence Fung is an associate professor at the Department of Psychiatry and Behavioral Sciences at Stanford University. He is the director of the Stanford Neurodiversity Project, director of the Neurodiversity Clinic, and principal investigator at the Fung Lab. His work, which focuses on autism and neurodiversity, traverses from multi-modal neuroimaging studies to a new conceptualization of neurodiversity and its application to clinical, educational, and employment settings. His lab advances the understanding of neural bases of human socio-communicative and cognitive functions by using novel neuroimaging and bioanalytical technologies. Using a community-based participatory research approach, his team devises and implements novel interventions to improve the lives of neurodiverse individuals by maximizing their potential and productivity. His work has been supported by various agencies, including the National Institutes of Health, Autism Speaks, California Department of Developmental Services, California Department of Rehabilitation, and philanthropy. He received his Ph.D. in chemical engineering from Cornell University and his M.D. from George Washington University. He completed his general psychiatry residency, child and adolescent psychiatry fellowship, and postdoctoral research fellowship at Stanford.
The Miracle Project: Rehearsing for Life
Elaine Hall
The Miracle Project
Learning Objectives:
- Participants will learn to calm and center themselves so that they can be more open and receptive to those around them.
- Participants will identify their own strengths and challenges and learn ways to celebrate and honor the strengths of others rather than focusing on what someone cannot do.
Ryan Berman
The Miracle Project
Learning Objectives:
- Participants will learn to calm and center themselves so that they can be more open and receptive to those around them.
- Participants will identify their own strengths and challenges and learn ways to celebrate and honor the strengths of others rather than focusing on what someone cannot do.
Supporting Autistic People’s Mental Health: Why is the Neurodiversity Paradigm Essential
Meng-Chuan Lai
Staff Psychiatrist and Senior Scientist
Centre for Addiction and Mental Health, Toronto
Learning Objectives:
- Understand the various mental health challenges faced by autistic people
- Reflect on how the neurodiversity paradigm can inform better understanding of autistic people’s mental health experiences
- Consider how mental health support can better tailor autistic people’s mental health needs
Dr. Meng-Chuan Lai [賴孟泉] (MD, PhD) is a staff psychiatrist and senior scientist at the Centre for Addiction and Mental Health, Toronto. He is an Associate Professor and Co-Chair, Advisory Council for Equity, Diversity, Inclusion, Indigeneity and Accessibility in Clinical Care in the Department of Psychiatry, and Graduate Faculty at the Institute of Medical Science and Department of Psychology, University of Toronto. He is an Honorary Visiting Fellow at the Department of Psychiatry, University of Cambridge, and an Adjunct Associate Professor and Attending Psychiatrist at the National Taiwan University Hospital. He is an INSAR Fellow and an editor of the journals Autism and Molecular Autism. Dr. Lai received his MD from the National Taiwan University and completed psychiatry residency as well as child and adolescent psychiatry subspecialty training at the National Taiwan University Hospital. He holds a PhD in psychiatry and neuroscience from the University of Cambridge, where he also conducted post-doctoral research in autism neuroscience. Dr. Lai’s research is supported by a Canadian Institutes of Health Research Sex and Gender Science Chair, and multiple federal and international research grants alongside extensive national and international collaborations, focusing on autism, sex and gender, neurodivergence, and mental health.
From Medical Model to Role Model: People with Disabilities Taking Charge
Judy Mark
Co-Founder and President
Disability Voices United
Learning Objectives:
- Attendees will understand the human and civil rights issues that affect the neurodiverse community.
- Attendees will learn about the concepts of self-determination and supported decision-making.
Judy Mark has a 23-year old son with autism, which led her to become co-founder and President of Disability Voices United. Judy leads DVU’s advocacy and programmatic efforts. Judy was instrumental in the passage of the Self-Determination Law and has been active in the implementation as a member of the DDS workgroup, Chair of Westside Regional Center’s local advisory committee, and a member of the Statewide Advisory Committee. Judy has written and edited two books on the Self-Determination Program and has spoken extensively throughout California and trained thousands of individuals and families.
Also a faculty member at UCLA, Judy teaches undergraduate courses in the Disability Studies Program. She recently led the Autism Media Lab which produced seven short documentaries on the inclusion of people with non-speaking autism. Her past professional experience includes over 30 years with national policy organizations, most extensively focusing on immigrant and refugee rights.
Employment Panel 2 (Vanderbilt/LLNL): Partnership between Lawrence Livermore National Laboratories and Neurodiversity Researchers to Develop an Employee Workshop on Supporting a Neurodiverse Workforce
Learning Objectives
1. Building partnerships between employers and external collaborators
2. Developing and delivering employee workshops related to neurodiversity
Ben Schwartzman, PhD.
Research Assistant Professor
Vanderbilt University - Department of Special Education
Ben Schwartzman is a Research Assistant Professor in the Department of Special Education at Vanderbilt University. His research focuses on developing and implementing employment-related interventions for neurodivergent teens, adults, and their families. Prior to his time at Vanderbilt, he led the Tools for Transition and Work (TTW) Program at Foothill College. His lived experience as the brother of an autistic person has shaped his work and passion in this field.
Caroline Grantz, PhD.
Clinical Psychologist
Grantz Psychological Services, Inc.
Caroline Grantz is a clinical neuropsychologist with expertise in diagnosing autism in adulthood and providing evidence-based therapies that address the intersection of mental health and neurodivergence. She is passionate about creating more equitable workplace environments to move from awareness to inclusion in employment settings. She continues to learn and grow in her practice and work to stay current on evidence-based, neurodiverse-affirming treatment modalities that help her and her clients thrive.
Alex Sturm, PhD.
Associate Professor
Loyola Marymount University, Department of Psychology
Alexandra Sturm is an Associate Professor in the Department of Psychology at Loyola Marymount University. She is a licensed clinical psychologist who specializes in neurodivergence (autism, ADHD) and psychometrics. She has extensive experience developing interventions to support executive function across the lifespan. Her research at LMU broadly aims to promote equity and access for neurodivergent youth and adults. She is an expert in measurement and the development and refinement of tools to measure psychological processes. Her focus is the lived experience of autistic women as well as neurodivergent experiences within educational and medical settings.
Andrekka "AJ" Lanier, EdD.
Organizational Development Consultant, DEI Special Projects Liaison
Lawrence Livermore National Laboratory (LLNL)
Andrekka “AJ” Lanier is an Organizational Development Consultant at LLNL. AJ is a member of the Trojan family, graduating from USC with a Doctorate in Organizational Change and Leadership. Previously she has spent 15 years in the field of social work, serving in numerous roles across the country ranging from Foster Parent Training Facilitator, Medical Social Work, Behavioral Consultant, and Director of Social Services. AJ is an Autism Warrior Mom who advocates for her son and was a former Campaign Director and Senior Consultant for the non-profit Autism Awareness organization, ACT Today! For Military Families. She has contributed to Social Work Today and the local Patch for articles on social work roles and behavioral issues. Recently, she was an SME (Subject Matter Expert) and Core Team Leader and Subject Matter Expert for the NNSA Strategic Outlook Initiative Study for the Future of Work.
Utilizing her diverse background in change management, DEI, and social work, Andrekka is also an adjunct professor in the areas of Leadership, Human Services, Guidance, and Counseling. Her specialty areas of focus are emotionally intelligent leadership practices, psychological safety, effective communication, social justice, diversity, equity, and inclusion.
Christine Hartmann, PhD.
Global Security Workforce Enablement Leader, Director of the Program Development Support Office
Lawrence Livermore National Laboratory (LLNL)
Christine Hartmann is the Global Security Workforce Enablement Leader and Director of the Program Development Support Office at Lawrence Livermore National Laboratory (LLNL). In the past, Dr. Hartmann led the development of a hardware/software system that was successfully transferred to industry and provided the first FDA-approved device of its kind for cancer treatment planning. She has received the Presidential Early Career Award for Scientists and Engineers and the East Bay Business Times 40 Under 40, among other awards. Christine has held many managerial positions at LLNL, including serving as the director of the Glenn T. Seaborg Institute and director of the LLNL Program Development Support Office. Under her leadership, the LLNL Program Development Support Office helped LLNL scientists and engineers to win over a billion dollars in research and development funding. She pioneered the development of LLNL’s first internal social media crowd sourcing tools, cofounded the LLNL Abilities Champions employee resource group for people with disabilities, and currently leads workshops on proposal and presentation development, unconscious bias, and neurodiversity-friendly communication for employees across LLNL.
POSTER SESSION AND EXHIBITOR HOUR
Heyon Choi
Student
Phillips Academy Andover
Heyon Choi is a senior at Phillips Academy Andover. She has shown remarkable talent in art from a young age, earning recognition and winning awards in various international competitions. For many years, Heyon has served as a community volunteer and an art director, supporting children and artists on the autism spectrum. She is dedicated to promoting their exceptional talents, collaborating with the Korean American autism communities, and aspiring to extend her advocacy to other minority communities. A cornerstone of her work involves collaborating with artists on the autism spectrum and curating group exhibitions and workshops to showcase the artists and their art to the world, engaging and educating neurotypical audiences. Recent projects include: “Unity through Art: Celebrating MLK Day” at the Cambridge Public Library, MA; “Autism Pride” at the William V. Musto Center, NJ; “Freedom, Liberty & Independence” at the Cambridge Public Library. Heyon’s upcoming project is an exhibition themed around flora and fauna. It draws upon the unique affinity many autistic artists have with animals, plants, and nature. The exhibition coincides with World Animal Day on October 4. For inquiries and support, please contact Heyon at: heyonchoi.ss@gmail.com.
Mental Health 2: Delivering a New Diagnosis of Neurodivergence to Patients and Families: A Strengths-based Approach for Empowerment
Learning Objectives:
- Participants will comprehend the impact of a neurodiversity-affirming perspective on the identity and mental health of neurodivergent clients.
- Participants will apply specific strategies for explaining a new diagnosis of neurodivergence in ways that empower self-directed learning, promote hope, and reduce shame/stigma.
- Participants will leave prepared to incorporate strengths-based criteria and psychoeducational literature into their practice.
Brooke Garren
Founder/LCSW
Uniquely You Behavioral Health
Brooke Garren (she, her, hers) is an advocate and practitioner specializing in neurodiversity, with personal insights as an AuDHD and dyslexic individual. With a deep commitment to supporting individuals, couples, and families navigating neurological differences, Brooke challenges the deficit-based approach to care, emphasizing the importance of neurodivergent-affirming practices. Recognizing the limitations of traditional therapeutic models, Brooke founded Uniquely You Behavioral Health, a multidisciplinary clinic focused on developmental approaches to neurodiversity care. Brooke earned her Bachelor of Social Work degree from the University of Illinois Urbana- Champaign and her Master of Clinical Mental Health Social Work from Washington University in St. Louis. Her work is driven by a passion for understanding the unique complexities of each individual and advocating for inclusive, personalized care
Heidi Wheeler
Clinical Neuropsychologist
Child Mind Institute, SF Bay Area
Heidi Wheeler, PsyD, is a neuropsychologist at the Child Mind Institute (CMI), with an expertise in assessing neurodivergent youth and young adults, including those with learning, attention, and social communication differences. With a BA in psychology from UC Berkeley, and a master’s and doctorate in clinical psychology from Azusa Pacific University, Dr. Wheeler has been acknowledged for her interdisciplinary approach and international work, notably during her predoctoral internship at the American University of Beirut Medical Center (AUBMC). Her clinical training also includes rotations in child trauma and psychological assessment at Harbor-UCLA Medical Center and a postdoctoral fellowship focused on psychoeducational assessment at Morrissey-Compton Educational Center. As the former head of assessment at Smart Kids with Individual Learning Differences (SKILD) in Lebanon, Dr. Wheeler led psychological assessment and therapy training, promoted inclusive education, and authored resources on parenting and trauma-informed educational interventions. She has consulted on child protection and war and refugee trauma in the Middle East, aiding in mental health program development for trafficking survivors and providing support seminars for educators and community workers with war-impacted children. Dr. Wheeler is committed to delivering culturally sensitive, trauma-informed evaluations, collaborating with families and support networks to create strength-based educational and intervention plans.
Jessica Hogan
Clinical Psychologist
Neuron & Rose Psychological Services
Dr. Hogan is an auDHD licensed clinical psychologist in Minnesota and California, where she owns her own practice. She oversees a neuroaffirming assessment training program for doctoral students and postdoctoral fellows. With over 15 years of experience working with autistic individuals, she has been conducting autism and ADHD assessments for over a decade. Additionally, Dr. Hogan teaches psychodiagnostic assessment in a clinical PsyD program and serves as the principal investigator on a research project examining the experiences of autistic therapists. Her special interests include neurodiversity affirming care, true crime, reading, and circus arts.
Stacy Greeter
Physician
Stacy Greeter, MD, PLLC
Stacy Greeter, MD is double board certified in both child/adolescent and adult psychiatry and owns a group psychiatric practice in Sarasota, FL. She speaks from both her lived experience as an autistic and ADHD individual and as a clinician. Dr. Greeter graduated Summa Cum Lade from Duke University and went on to University of North Carolina School of Medicine on a full scholarship. Dr. Greeter completed her residency at Northwestern Memorial Hospital and continued there to complete her subspecialty fellowship in child/adolescent psychiatry. However, that is only where her learning began, as Dr. Greeter is an avid self-directed learner with an insatiable curiosity and infectious enthusiasm for her work. She believes in cross-pollination of knowledge between disciplines and runs a multi-disciplinary mental health professionals book club. Dr. Greeter leads the psychiatry rotation for family medicine residents at Lake Erie College of Medicine and is on faculty at Florida State University. Dr. Greeter uses metaphors from fantasy universes such as Star Wars, Harry Potter, and Lord of the Rings to make psychiatric concepts accessible and engaging through her educational Psychiatry Bootcamp series.
Kim Rust
Licensed Psychologist
Kim Rust Counseling, LLC
Kim Rust earned her Ph.D. in Clinical Psychology from Fielding Graduate University in 2021 and became a Licensed Clinical Psychologist in Florida in 2022. Dr. Rust is also a Licensed Clinical Social Worker (LCSW) in Florida since 2010. She graduated from the University of California at Berkeley with both her graduate degree in Social Work and her undergraduate degree in English Literature. She has had a private practice since 2010 in historic downtown DeLand in Florida. She provides both counseling and assessment services for children, adolescents, and adults. Dr. Rust approaches both counseling and assessment as healing processes, helping to answer deep-seated questions that individuals have about themselves or their child. She has a passion for providing neurodiversity-affirming services and is always striving to learn and improve in her chosen career. She was late-diagnosed as autistic, which may at least partially explain the abundant neurodiversity among her friends and family. When not working, she enjoys spending time with her husband, her two amazing children, and her orange tabby cat, Athena. She loves reading supernatural books on her porch, since the problems in those stories are nothing like the real world.
Higher Education Panel 2: Catalyzing Change: The Transformative Potential of Strengths-Based Approaches in STEM Higher Education
Learning Objectives
- Identify strengths-based strategies and approaches that may disrupt harmful institutional practices and contribute to transformative neuroinclusive education experiences.
- Examine findings from NSF-funded research efforts that highlight the transformative potential of strengths-based frameworks within STEM education and research.
- Discuss the broader societal impacts of shifting towards a strengths-based approach in education.
- Analyze the impact of strengths-based approaches on student engagement, sense of belonging and success.
- Integrate findings from multiple research efforts to forge a vision for the future of higher education.
Arash Esmaili Zaghi
Professor
University of Connecticut
Arash E. Zaghi is a Professor in the Department of Civil and Environmental Engineering at the University of Connecticut. In 2009, he received his PhD in Civil Engineering from the University of Nevada, Reno. After he was diagnosed with attention deficit hyperactivity disorder (ADHD) at age 33, he began engineering education research aimed at highlighting the importance of neurodiversity for the creativity of our nation’s engineering workforce by promoting a fundamentally strength-based perspective toward diversity. He started his engineering education research endeavor through an NSF RIGEE grant in 2014. The promising findings of this research and the encouraging feedback of the student community motivated him to pursue this line of research in his NSF CAREER award in 2017. Since then, he has built a coalition within the university to expand this work through multiple NSF-funded research grants including IUSE/PFE: RED titled “Innovation Beyond Accommodation: Leveraging Neurodiversity for Engineering Innovation”. Because of the importance of neurodiversity at all levels of education, he expanded his work to graduate STEM education through an NSF IGE grant. In addition, he recently received his Mid-CAREER award through which, in a radically novel approach, he will take on ambitious, transdisciplinary research integrating artificial intelligence, neuroscience, and education research to advance a personalized tool to enhance the participation of middle-school students with dyslexia in STEM disciplines. His efforts on promoting neurodiversity in engineering has been twice recognized by Prism Magazine of the American Society of Engineering Education.
Keivan Stassun
Professor
Vanderbilt University
Stassun holds the Stevenson chair in Astrophysics at Vanderbilt University, where he has been the recipient of an NSF CAREER award, an RCSA Cottrell Scholar award, and an HHMI Professor award. Stassun is a deputy lead investigator for NASA’s Ultraviolet Explorer mission, serves on the National Academy of Sciences (NAS) Space Studies Board, and recently served on the NAS Decadal Steering Committee for Astronomy & Astrophysics. An elected Fellow of the American Physical Society (APS), the American Astronomical Society (AAS), the American Association for the Advancement of Science (AAAS), and the American Academy of Arts & Sciences, his research on stars and exoplanets has appeared in more than 600 peer-reviewed journal articles. Stassun served as founding director of the Fisk-Vanderbilt Masters-to-PhD Bridge Program, which has become one of the nation’s top producers of PhDs to underrepresented minorities in the physical sciences. He has served on NSF’s Committee for Equal Opportunity in Science and Engineering, chaired the AAS Committee on Minorities, is a recipient of the APS Nicholson Medal for Outreach, has been named Mentor of the Year by the AAAS, and has been honored with a Presidential Award for Excellence in Science Mathematics and Engineering Mentoring. Stassun currently serves as founding director of Vanderbilt’s Frist Center for Autism & Innovation, focused on advancing science and engineering through the engagement and workforce development of autistic individuals and those with other forms of neurodiversity. In 2023, Stassun was appointed to a six-year term on the National Science Board by President Joseph R. Biden.
Helen Taylor
Research Fellow
University of Strathclyde
Dr. Helen Taylor is a renowned expert in corporate purpose, culture, and leadership, with a profound impact on the intersection of human behavior and organizational success. As a thought leader and advisor, she specializes in driving cultural transformation and embedding purpose into the core of business strategies. Dr. Taylor holds a Ph.D. in Organizational Behavior from the University of Cambridge, where her research explored the dynamics of trust and ethics within corporate environments. Her career spans various high-profile roles, including Head of Purpose at a leading global consultancy, where she developed and implemented frameworks to align corporate activities with broader societal goals. Dr. Taylor’s expertise extends to executive coaching and leadership development, guiding senior leaders to foster inclusive, purpose-driven cultures. A sought-after speaker and author, Dr. Taylor contributes to prominent industry conferences and publications, sharing insights on sustainable business practices and ethical leadership. She is passionate about creating work environments that not only drive performance but also promote well-being and social responsibility. Dr. Taylor's commitment to advancing organizational purpose and culture continues to inspire and influence businesses worldwide, making her a pivotal figure in the field of corporate transformation.
Connie Syharat
Research Assistant
University of Connecticut
Connie Syharat is a Research Assistant at the University of Connecticut as a part of two neurodiversity-centered NSF-funded projects: Revolutionizing Engineering Departments (NSF:RED) "Beyond Accommodation: Leveraging Neurodiversity for Engineering Innovation" and Innovations in Graduate Education (NSF:IGE) “Encouraging the Participation of Neurodiverse Students in STEM Graduate Programs to Radically Enhance the Creativity of the Professional Workforce". As a graduate researcher, she is conducting qualitative research related to the experiences of neurodiverse graduate students in STEM fields. Previously, she spent eight years as a K-12 teacher in Connecticut, where she focused on providing a varied learning environment to enhance student motivation and engagement. She is currently pursuing a doctoral degree in Engineering Education in UConn's College of Engineering.
Break
K-12 Panel 2: Harnessing Learner Variability: Practical UDL Applications and Strength-Based Approaches in Education
Learning Objectives:
- Daily UDL Integration: Demonstrate practical strategies for embedding Universal Design for Learning (UDL) into daily teaching practices.
- Effective Educational Frameworks: Highlight the alignment of UDL with frameworks like the Whole Child Approach and Strength-Based Education.
- Strength-Based Learning: Explore how to identify and nurture students' hidden strengths using a strength-based approach and technology.
- Differentiation Techniques: Provide methods for differentiating instruction to meet the diverse learning profiles of students.
- Proactive Design for Learner Variability: Emphasize learner variability as the norm and the need for proactive lesson design.
- Technology for Inclusion: Discuss how technology can be leveraged to support personalized learning experiences for all students.
Barbara Pape
Senior Director, Learner Variability Project
Digital Promise
Barbara Pape, senior director for the Learner Variability Project at Digital Promise, led a three-year national survey on learner variability and teacher practice; wrote the paper defining learner variability; hosts a monthly webinar series; and co-developed The IEP Project. Previously, she worked in policy analysis and communications for nonprofits and in the U.S. Senate. Barbara has written for numerous publications, including The 74, Getting Smart, Parents Magazine, and was editor of the first electronically delivered education newsletter, the Daily Report Card. She also produced the Teaching & Learning conference for the National Board; worked in the communications office for the AFT during President Al Shankar's tenure; and headed up government relations for the City Colleges of Chicago. As a first-generation college student, she earned an EdM at Harvard in reading and literacy and is working on a PhD at the University College London. She launched her career as a middle school language arts teacher. Barbara Pape on LinkedIn
Marcy Dann
Educational Therapist
Bridges Education Group
Marcy Dann, Ed.D., works with students, parents, educators, and administrators to create strength-based, talent-focused learning profiles for neurodiverse learners. Dr. Dann provides consultation at Bridges Academy Group (2003 - present) and is a board-certified educational therapist in clinical practice (39+ years). In higher education, Dr. Dann is a co-instructor of the course, Complexities of 2e, at Bridges Graduate School. She was the coordinator of the Master’s and Post-Master’s Educational Therapy Programs at California State University, Northridge (2004 - 2021) as well as an adjunct instructor and practicum supervisor. She was president of the Association of Educational Therapists (2010 - 2012) and was honored by AET for her exceptional work performed on behalf of the profession. http://www.dannrevolution.com/
Julia Beth Dimitriou
Education Specialist
Fremont Unified School District
Julia Beth is an Education Specialist with expertise in the area of building and sustaining inclusive practices in K-12 settings. She obtained her Master’s in Teaching from Saint Mary’s College of California. Her Master’s concentrated on the development of project-based learning curriculum utilizing Universal Design for Learning and differentiated instruction. Much of Julia Beth’s educational career has focused on promoting inclusive practices in the public school system and identifying barriers that exist which prevent inclusion. Prior to becoming an education specialist, Julia Beth worked as a Board-Certified Music Therapist. During this time, she provided music-based interventions to a wide array of clients including students identified as being neurodivergent in the K-12 school setting, individuals with traumatic brain injuries, pediatric oncology, visual impairments, hospice, and mental health facilities.
Human Rights 2: Fully AAC-tivated: Thriving in an AAC-cessible World
Learning Objectives:
- What are some myths and realities about AAC (augmentative and alternative communication) that people need to know?
- When inclusion is practiced meaningfully, what are some examples of how all the students in a class can benefit?
- What is multi-modal communication (MMC) and why is it so crucial for educators, professionals, and families to understand how it can look?
- Why do we need to avoid the “mental age” fallacy and ensure that all students have access to age-appropriate material?
- What does “presuming competence” mean and why is it one of the most important concepts for supporting people with disabilities
- Why must we ensure that AAC users feel safe and regulated?
Bella Santoyo
Hello. I am Isabella Santoyo. I am an almost 21-year-old limited-speaking autistic who has not given up on earning a high school diploma. Text-based AAC (Augmentative and Alternative Communication) changed my life after years of no access to age-appropriate academics. I have made it my mission to advocate for access to quality education for all students despite their differences. As a self-advocate, I am committed to being an agent for change.
Otto Lana
Founder, Chief Inspiration Officer
Otto's Mottos and ModSquad4Access LLC.
Otto Lana is a college freshman and San Diego native. A self-advocate championing the rights of those with communication challenges. In 2021 was awarded the inaugural Judy Heumann-Elijah Armstrong Award for Excellence, overcoming ableism in academia. In 2023, appointed to the Office of Administrative Hearings Advisory Committee for the Department of Developmental Services. April 12, 2023 was proclaimed Otto Lana Day in San Diego by the San Diego County Board of Supervisors. He is a California State Youth Ambassador for the Center on Youth Voice Youth Choice. A Young Adult Advisory Board Member for the Center for Applied Special Technology. An Ambassador for CalABLE informing California’s disabled community about creating a stable financial future. Disability Voices United, Self Advocates Speakers Bureau member lobbying for access to communication. Currently the face of EasterSeals national campaign, “Disability is Not a Dirty Word”. He is an entrepreneur, designing and selling waterproof letterboards at www.ottosmottos.com A program manager at Autism Tree Project Foundation co-hosting an online book club and collaborating on the Annual Neurodiversity Conference. Co-founder of Mod Squad 4 Access LLC. He loves the outdoors. He wishes to lead by example giving disabled individuals hope to fuel their own moonshots.
William Del Rosario
My name is William Del Rosario. I am a 22-year-old non-speaking adult learner with autism and reside in Orange, California. I type to communicate and am currently working towards earning my high school diploma one letter at a time. While my communication and learning differences do not define me, they have been used against me when determining the support services I receive. I’m a self-advocate and hope that you will join me in seeking working solutions.