Who We Are
Meet the team of passionate volunteers, practitioners, families, and leaders working to support the Tucson Speller Community!
Officer Team
Courtney Cameron
President-
Courtney’s journey into spelling as a form of communication began nearly nine years ago. What started as a desire to better support her students quickly became a lifelong passion and calling. Since then, she has dedicated her career to learning from nonspeaking individuals, their families, and the mentors who have shaped her understanding of motor differences, communication, and the importance of presuming competence.
Courtney is now a certified Spelling to Communicate (S2C) Practitioner and the owner of Discovering Your Voice LLC, where she has continued throughout her career to support nonspeaking, minimally speaking, and unreliably speaking individuals in developing purposeful motor skills and accessing reliable communication.
She is also the Co-Founder and President of Tucson Spellers, a nonprofit organization dedicated to empowering nonspeaking individuals through community, education, advocacy, and meaningful opportunities for connection. Since its founding, Tucson Spellers has grown into a vibrant community offering educational workshops, social and recreational programs, communication partner training, scholarships, and public advocacy initiatives that help increase access to communication while fostering belonging and inclusion.
Courtney believes communication is a fundamental human right, and she is passionate about educating families, professionals, schools, and the broader community about the incredible abilities of nonspeaking individuals when they are provided with appropriate supports and opportunities.
Whether she is working one-on-one with a speller, teaching communication partners, leading workshops, or advocating through Tucson Spellers, her goal remains the same: to help ensure every individual has the opportunity to have their voice heard.
Anna Britton
Vice President & Secretary -
Anna Britton, LMSW, is the Co-Founder and Vice President of Tucson Spellers, where she is passionate about expanding access to reliable communication and creating opportunities for nonspeaking individuals and their families to connect, learn, and thrive. She is also a Certified Spelling to Communicate (S2C) Practitioner, owner of Spelling with Anna LLC, and a Licensed Master Social Worker with a specialization in Children, Youth, and Families.
Originally from the East Coast, having grown up in Maryland and South Carolina, Anna moved to Tucson, Arizona, in 2022. She earned her undergraduate degrees in Psychology and French Language before completing her Master of Social Work at Arizona State University. Her education and clinical training have equipped her with the knowledge and skills to support and empower marginalized communities, particularly individuals who lack access to reliable and authentic communication.
Since 2016, Anna has dedicated her career to supporting autistic and neurodivergent individuals across a variety of clinical, educational, and community-based settings. Her professional experience includes behavioral therapy, teaching adaptive horseback riding and horsemanship, providing specialized classroom and homeschool support, and working as a child and family therapist. She became a Certified Spelling to Communicate (S2C) Practitioner in 2021 and has since devoted her work to helping nonspeaking, minimally speaking, and unreliably speaking individuals develop more reliable communication while fostering greater independence, confidence, self-expression, and meaningful connections with others.
Through both her private practice and her leadership at Tucson Spellers, Anna is committed to promoting authentic inclusion, empowering nonspeaking individuals to lead self-determined and fulfilling lives, and helping families, educators, and communities create environments where nonspeakers are genuinely included, valued, and heard.
Outside of work, Anna enjoys spending time with her two dogs and can often be found exploring the outdoors. She is an avid rock climber, horseback rider, and hiker, and loves discovering new places with her family and friends. She has a lifelong passion for animals and believes some of life's greatest adventures happen outside.
Board of directors
Eloisa Jones
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Eloisa Jones was born and raised in Mexico City and later moved to Tucson, Arizona. She served a religious mission in Osaka, Japan, where she developed a lifelong love for service and connecting with others.
Eloisa is a mother and community leader whose personal journey parenting a child on the autism spectrum inspired her passion for disability advocacy. Her deeper autism advocacy began after witnessing the transformation that can happen when a non-speaker begins to communicate through spelling.
Having known the Curtis family for over 30 years, Ashton became Eloisa’s inspiration to begin sharing information about S2C with other families. She is now honored to serve on the Board of Directors for Tucson Spellers and looks forward to continuing to bring S2C awareness to the community.
Inspired both by the possibilities she saw through communication access and by witnessing how sincere advocacy can truly change the course of a person’s life, Eloisa founded The Autism Passport Newsletter and Gathering Memory Travels, where she specializes in sensory-friendly and autism-inclusive travel experiences for families.
An entrepreneur at heart, Eloisa is also a real estate investor and has served on various boards and parent organizations. She enjoys serving as a disability specialist within her church community and staying actively involved in advocacy and service.
Eloisa loves traveling, spending time with her husband and children, cooking, baking, playing the piano and organ, and learning something new every day.
Stephanie MacFarland
Kade Brandhagen
Jenna Anderson
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Kade Brandhagen is a 27-year-old nonspeaking autistic, motivational speaker, advocate and mentor. He was introduced to his first letterboard when he was 17, but it was met with resistance in the school setting and was denied a meaningful education.
He cares deeply for the nonspeaking community and wants to help change the future, ensuring communication and education unlike the challenges he endured.
Kade’s mission is to help others like him unleash their true voices and to encourage new spellers on their journeys.
Kade has presented at numerous events to parents, schools, speech therapists, ABA companies and at national conferences for autism and spellers. He was interviewed by the local and national news and he is passionate about bringing the nonspeaking autism community together with events and groups for support.
He has a Facebook blog, “Kade’s Love Perspective on Autism”. In his free time, Kade enjoys swimming, surfing, bowling, speller get togethers and traveling with his family.
Elizabeth Vosseller
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Elizabeth Vosseller, the Executive Director of I-ASC and founder of Spelling to Communicate (S2C), is a native of Northern Virginia and is proud to call autism-friendly Herndon her hometown.
Elizabeth has worked with individuals with complex communication and sensory-motor differences since 1995 in hospital, university, and private practice settings. In 2013, she began using Assistive Technology to teach students the purposeful motor skills to Spell to Communicate. Teaching motor versus cognition to access communication, meaningful education, and inclusion have been game changers for nonspeaking individuals. "26 letters equals infinite possibilities!"
Since witnessing countless nonspeaking, minimally and unreliably speaking individuals successfully communicate and learn through spelling and typing, Elizabeth and I-ASC are committed to ensuring ALL nonspeaking individuals have access to communication through training, education, advocacy, and research.
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Jenna Anderson has been serving the autism community in the Phoenix Valley for over 22 years. In 2011, she founded Therapy Foundations in the North Scottsdale/North Phoenix area to help families recognize their child's full potential and successfully integrate therapy gains into everyday home life.
Jenna graduated from Augsburg University in 2003 with a Bachelor of Science in Music Therapy. Since then, she has continued to pursue her passion for understanding the brain and child development through advanced coursework and certifications, including Neurodevelopmental Music Therapy, Sensory Integration, Primitive Reflex Integration, and Spelling to Communicate (S2C).
In addition to her clinical work, Jenna enjoys presenting to families, schools, and interdisciplinary teams on the benefits of music, sensory supports, and neurodevelopmental approaches, all under the philosophy of assuming competence. She is passionate about empowering families and supporting meaningful communication and regulation strategies for individuals with complex needs. Jenna looks forward to partnering with and supporting the spelling community in Tucson.
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Stephanie MacFarland, Ph.D., is an Associate Professor of Practice in the Department of Disability and Psychoeducational Studies, College of Education. She teaches in the field of severe and multiple disabilities, specializing in preparing teachers to instruct students with complex support needs, including deaf-blindness and autism spectrum disorders, while advocating for systems change and inclusive educational best practices.
She is the Director of the Teacher Preparation Program in Severe and Multiple Disabilities, a state accredited certification program. In addition, she is the director of Project FOCUS, an inclusive college program designed to support accessibility for students with intellectual and developmental disabilities to academic courses, internships, and campus life in order to increase each student’s communication and social skills, self-determination, and employability with the engagement and support of same-age peer mentors.
She was a Fulbright Scholar and studied with Dr. Jan van Dijk in The Netherlands who was a renowned educator and researcher in deaf-blind education. Her research has focused on curriculum theory and development for learners who are deafblind; teacher preparation; inclusive education; instructional strategies in communication development; collaborative teaming; and perceptions of fieldwork experiences.
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