COBB COUNTY SCHOOL DISTRICT
Parent Information
Division of Teaching and Learning
Support and Specialized Services
Office of Student Assistance
Office of Special Education
Contact Information
Dr. Tracie Doe, Assistant Superintendent of Teaching and Learning Support and Specialized
Services
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Executive Secretary – Angie Benton – 770-426-3320
Office of Student Assistance
Laurel Kinard, Director of Student Assistance
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Jennifer Novak, Secretary – 770-426-6803
Dr. Christy Jaffe, Supervisor of Psychological Services
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Kelly McNabb, Positive Behavioral Intervention and Supports
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Jennifer Novak, Secretary – 770-426-6803
o PBIS in local schools
Gail Smith, Supervisor of Professional School Counseling
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Janet Brannen, Secretary - 770-426-3832
o School counseling program and requirements
o Hospital homebound services
Julie Hartline, Counseling Consultant – 770-426-6803
Office of Special Education
Susan Christensen, Director of Special Education
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Becky Kelly, Secretary – 770-426-3309
Vicky Carter, Assistant Director of Special Education
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Eloise Cooper, Secretary – 770-426-3328
o Grades K – 5 Instruction and Services
o Programs: Speech and Language, Teaching and Learning, Preschool
o Extended School Year
o Parent Mentors
Cathy Jordan, Assistant Director of Special Education
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Eloise Cooper, Secretary – 770-426-3328
o Grades 6 – 12 Instruction and Services
o Programs: Autism, Emotional Behavioral Disabilities, Intellectual Disabilities,
Deaf and hard of Hearing, Visual Impairment, Orthopedic Impairment, and
Adapted PE
o Transportation
o Assistive Technology
o Assessment
Jessica Coleman, Assistant Director of Special Education
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Lori Smith, Secretary – 770-426-3417
o 504 Plans
o IDEA services
o Records
o Alternative Education Programs
o Home based Services
o IEP systems
Shari McCrary, Supervisor of Intellectual Disabilities Programs and Transition Program
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Marie Gass , Secretary – 678-581-6833
Steven Benson, Supervisor of Emotional Behavioral Disabilities and Autism
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Marie Gass , Secretary – 678-581-6833
Heidi Evans, Supervisor of Deaf Hard of Hearing Program, Visual Impairment Program, Assistive
technology, Orthopedic Impairment Program, Adapted PE Program
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Karen Scalzo, Secretary – 770-426-3497
Janice Barard, Supervisor of Speech and Language Program
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Karen Scalzo, Secretary – 770-426-3497
Kathy Arnold, Supervisor of Teaching and Learning Support
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Marie Gass , Secretary – 678-581-6833
Jeannie Watson, Supervisor of Special Needs Preschool Program
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Patti Brock, Secretary 770-426-3331
Doris Osborne, Supervisor of Occupational Therapy, Physical therapy, and Nursing
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Michele Jarvis, Secretary – 678-581-6801
Ijeoma Ajoku, Parent Mentor – 770-529-0046 or ijeoma.ajoku@cobbk12.org
Georgia Network of Educational and Therapeutic Services (GNETS) H.A.V.E.N.
Program
Shannon Svetlay, Director of H.A.V.E.N. Program
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Zandra Bryant, Secretary – 770-819-2584
Robin Baumgarten, Assistant Director of H.A.V.E.N. Program
Isaac Kelly, Principal of H.A.V.E.N. Academy at Sky View

Secretary – Jeanette Gall - 770-819-2584
This document is intended to provide an overview of services for students with disabilities and
serve as a resource for parents.
The Georgia Department of Education has extensive information and parent resources. You can
access the information at: http://www.gadoe.org/Curriculum-Instruction-andAssessment/Special-Education-Services/Pages/default.aspx
Special Education Program Options
Special education services may be provided to children ages 3 through 21 considered to have a
disability under the Individuals with Disabilities Education Improvement Act (IDEA 2004) and
meeting the eligibility criteria in any of the following areas.
 Autism spectrum disorder
 Deaf/blind
 Deaf/hard of hearing
 Emotional and behavioral disorder
 Intellectual disability (mild, moderate, severe, profound)
 Orthopedic impairment
 Other health impairment
 Significant developmental delay
 Specific learning disability
 Speech-language impairment
 Traumatic brain injury
 Visual impairment.
For more information about eligibility categories you can access the following link:
http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-EducationServices/Pages/default.aspx
Related Services
Related Services are support services that enable the student to benefit from special education.
The student must qualify for each related service that is provided for them. Examples of related
services are:
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Audiological services
Nursing Services
Occupational therapy
Orientation and Mobility Services
Physical Therapy
Speech and Language therapy
Transportation
For more information regarding related services go to the following link:
http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-EducationServices/Documents/Sp%20Ed%20Implementation%20Manual%20Part%201_8-12.pdf
Individualized Education Plan (IEP)
An IEP is a written plan for each student with a disability that is developed by a team of
educators, parents and others as appropriate. It describes the necessary special education and
related services that the student needs to benefit from a free, appropriate, public education
(FAPE). Districts provide FAPE when a child makes educational progress.
The Individualized Education Plan (IEP) serves as the framework for determining the meaning of the
term “free appropriate public education” in the least restrictive environment, a term frequently
referenced in the IDEA. IEPs must be developed and reviewed annually and must be in effect at the
beginning of each school year. The IEP may be reviewed more than once a year if the parent or the
district requests a review.
Least Restrictive Environment (LRE)
Students with disabilities are educated to the maximum extent appropriate with students who
are not disabled. Special classes, schooling, or other removal of students with disabilities from
the regular education environment occurs only if the nature and severity of the disability are
such that education in the regular classes cannot be achieved satisfactorily. It is always our
intent to provide services to students in the least restrictive environment appropriate. Our goal
is to enable students to successfully access the curriculum in the environment that also allows
them to become independent students and adults.
The IEP Team
The IEP team should consist of individuals who are positioned to help make educational
decisions for the student. At minimum the team should include:
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the parent (or the person acting as the parent under the IDEA);
one of the student’s general education teachers
one of the student’s special education teachers or providers; and
a district representative who meets the following requirements:
o is qualified to provide or supervise the provision of specially designed instruction to
meet the unique needs of the child,
o knows about the general education curriculum, and
o knows about the availability of resources in the district.
Preparing for an IEP Meeting
In preparing to attend an IEP meeting for you child you will want to consider the following:
 The student’s abilities and skills; academic development, language,
self-help, behavior, pre-vocational
 Gather records that might be helpful
 Research and read about services for students with disabilities
 Get advice from others who have been to IEP meetings
 Write down some things you want to cover
 Write down any questions you have
Typical IEP Meeting Agenda
Every IEP is unique as it is designed for the students. However, IEP meetings do follow standard
protocols. The following is an agenda for a typical IEP meeting:
 Introduction and review of parent rights
 Concerns of parent
 Strengths of the student
 Present levels of performance
 Special factors
o Behavior
o Limited English
o Visual impairments
 Individual goals and objectives
 Classroom/Program modifications/accommodations
 Testing/Assessment
o The Georgia Alternative Assessment (GAA) must be used for all students
who do not participate in state and district wide assessments.
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Assisted Technology needs
Placement
Related Services needs
Extended school year
Tips for a Successful IEP Meeting
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Identify all participants and understand their relationship to the student
Share ideas
Keep the discussion positive
Ask questions
Always try to resolve differences within the IEP Team
Stick to the time line and agenda
After the IEP Meeting
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Write down your thoughts about the IEP and the process. Keep them with your
copy of the IEP
Stay in touch with your child’s teacher and the administrator
Be supportive
Consider volunteering in the classroom or elsewhere at the school
Ask how you can assist your child at home
Remember that you may request an IEP meeting at any time during the year
The student’s IEP must be reviewed at least once per year to determine whether
the annual goals have been achieved and to revise the IEP if necessary
Parent and Student Rights (Georgia Rule 160-4-7-.09)
http://www.gadoe.org/External-Affairs-and-Policy/State-Board-ofEducation/SBOE%20Rules/160-4-7-.09.pdf
Parents and children have many rights under the special education law, Individuals with
Disabilities Education Act (IDEA). It is important that parents and children understand their
rights to a free appropriate public education (FAPE). The term “appropriate” is based on the
educational needs of the individual child that are outlined in the Individualized Education Plan
(IEP). The IEP is deemed a working document created by a team of educators and the family
that establishes goals for a child to achieve in order to succeed.
It is the responsibility of the school to provide parents with notice of their rights in an
understandable language. Parents also have a responsibility to participate in the education of
their children. Parents do so by participating in meetings and giving consent to allow the school
to provide the supports and services that both the parents and school agree are necessary for a
child to be successful
The involvement of parents in all decisions about their child will help result in individualized
services that meet the unique needs of children as well as in the development of a closer, more
collaborative relationship with districts. The contributions that parents make to the process are
important because they help ensure the educational progress of the student.
Parent Rights Document (160-4-7-.09)
http://www.gadoe.org/External-Affairs-and-Policy/State-Board-ofEducation/SBOE%20Rules/160-4-7-.09.pdf
The Parent Rights in Special Education (Parent Rights) notice provides the foundation for
ensuring that a child with a disability has access to FAPE. The Parent Rights notice provides
parents with the opportunity to understand their rights, the rights of their child, and the
procedures for resolving differences. This document should also help facilitate communication
between parents and district personnel. The Parent Rights notice outlines all of the rights and
safeguards available to parents of children with disabilities and children who are decision
makers. A copy of the Parent Rights must be given to the parents at least once in a school year.
Additionally, a copy of the Parent Rights notification must also be given upon
 initial referral or parental request for evaluation;
 receipt of the first state complaint;
 receipt of the first due process hearing request;
 notification by the school district to the parent of a disciplinary removal of a student
from school that would constitute a change of placement; and
 parental request.
Parental Rights can be found at the following link:
https://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-EducationServices/Pages/Parent-Rights.aspx
A guide to understanding parental rights can be found at: https://www.gadoe.org/CurriculumInstruction-and-Assessment/Special-EducationServices/Documents/Parents%20Rights/Special%20Education%20condensed%20Parents%20Rights
%20Revised%20July%202014.pdf
Access/Opportunity to Examine Records
Districts must maintain the confidentiality of information in children’s educational records. The
district can assume that both parents of a child have authority to inspect and review the child's
records unless the district is notified in writing that a parent's rights to see the records have
been terminated by a court order.
Parents of a child with a disability must be allowed an opportunity to inspect and review all
education records with respect to
 Identification Process to determine eligibility
 Evaluation Nature and scope of assessment procedures
 Placement Educational placement of the child
 FAPE Provision of a free appropriate public education
More information about FERPA can be found at
http://www.ed.gov/policy/gen/guid/fpco/ferpa/index.html
Records request form for CCSD can be found at:
http://www.cobbk12.org/centraloffice/adminrules/
Confidentiality (160-4-7-.08)
http://www.gadoe.org/External-Affairs-and-Policy/State-Board-ofEducation/SBOE%20Rules/160-4-7-.08.pdf
Confidentiality is one of the rights afforded to parents in the Parent Rights document
(procedural safeguards). Confidentiality of educational records is a basic right shared by all
children in public schools and their parents. These fundamental rights are described in the
Family Educational Rights and Privacy Act (FERPA) of 1974, which applies to all students, not
just those with disabilities.
All district personnel (including contracted employees) are governed by confidentiality
requirements and should receive training and information regarding the law. Written and
dated parental consent must be obtained before personally identifiable information can be
disclosed to unauthorized individuals, organizations, or agencies (unless otherwise authorized
to do so under FERPA).
Personally identifiable information includes the following:
 the name of the student, the student's parent, or other family member;
 the student’s address;
 any personal identifier such as the student's social security number or student number;
and
 any personal characteristics or other information that would make it possible to identify
the student.
FERPA allows parents to inspect and review all educational records of their child maintained by
an educational agency that receives federal funds. This includes all public schools and most
private schools. The school must comply with a request to inspect records within a reasonable
amount of time, and in no case more than 45 days after the request has been made.
Prior Written Notice by the District
Districts inform the parents of actions being proposed or refused regarding their child by giving
written notice before the district proposes or refuses to initiate or change the following:
 Identification Process to determine eligibility
 Evaluation Nature and scope of assessment procedures
 Placement Educational placement of the child
 FAPE Provision of a free appropriate public education
Parent Consent
The district is required to obtain informed written consent for any action requested. Parental
consent is voluntary and may be revoked at any time. Consent is required for the following
actions:
 to conduct an initial evaluation;
 to conduct a reevaluation;
 for the initial provision of special education and related services on the IEP;
 to make a substantial change in special education and related services; and
 before disclosure of personally identifiable information that is subject to confidentiality.
If a parent questions any proposed actions or changes to the IEP, it is recommended that he or
she discuss the concern with student’s case manager or administrator. Consent for the initial
evaluation does not provide consent for initial placement.
A parent may revoke consent for the receipt of special education and related services once the
child is initially provided special education and related services. This revocation of consent must
be made in writing and is for all special education and related services, not for individual
services.
Discipline Procedures and Rights
Students with disabilities may be suspended out of school for up to 10 days in any school year,
and no services are required to be provided. When a child is suspended or expelled out of
school for more than 10 days, the school district must continue to provide a free appropriate
public education (FAPE) for that child even though the child is not attending school. The
location or place where the services are provided will change. For example, if a child can no
longer attend school, he or she may receive home based services.
If the student possesses or sells illegal drugs or weapons or causes serious bodily injury, the
school may change the placement for up to 45 school days without consent of the parent.
Once a student has been suspended for 10 or more days in a school year, a manifestation
determination must be held to decide whether the behavior was caused by the disability and/or
whether the IEP was followed.
If the child is moved to another setting due to discipline, that child must continue to participate
in the general curriculum and to progress toward meeting the goals and objectives in his/her
IEP.
A free appropriate public education, even though it is in a different location, shall be provided
to all children with disabilities who have been suspended out of school or expelled so that the
child can continue to make progress toward meeting the goals and objectives of his or her IEP
and make progress in the curriculum.
Eligibility Categories
Autism
Autism is a developmental disability, generally evident before age three, that adversely affects
a student's educational performance and significantly affects developmental rates and
sequences, verbal and non-verbal communication and social interaction and participation.
Other characteristics often associated with autism are unusual responses to sensory
experiences, engagement in repetitive activities and stereotypical movements and resistance to
environmental change or change in daily routines. Students with autism vary widely in their
abilities and behavior. The term does not apply if a student's educational performance is
adversely affected primarily because the student has an emotional and behavioral disorder.
[refer to 34 CFR 300.7(c)(1)(i)]
The term of autism may also include students who have been diagnosed with Pervasive
Developmental Disorder, Asperger's Disorder, Rett's Disorder, or Childhood Disintegrative
Disorder provided the student's educational performance is adversely affected and the student
meets the eligibility and placement requirements. Autism may exist concurrently with other
areas of disability.
The Georgia Department of Education has detailed information and resources for parents.
http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-EducationServices/Pages/Autism.asp
Deaf/Blind
Deafblind means concomitant hearing and visual impairments, the combination of which
causes such severe communication and other developmental and educational needs that they
cannot be accommodated in special education programs solely for children with deafness or
children with blindness.
The Georgia Department of Education has detailed information and resources for parents
http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-EducationServices/Pages/Deaf-Blind.aspx
Deaf/Hard of Hearing (D/HH)
A student who is deaf or hard of hearing is one who exhibits a hearing loss, whether permanent
or fluctuating that interferes with the acquisition or maintenance of auditory skills necessary for
the normal development of speech, language, and academic achievement.
The Georgia Department of Education has detailed information and resources for parents
http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-EducationServices/Pages/Deaf-and-Hard-of-Hearing.aspx
Emotional and Behavioral Disorder
An emotional and behavioral disorder is an emotional disability characterized by the following:
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An inability to build or maintain satisfactory interpersonal relationships with peers
and/or teachers. For preschool-age children, this would include other care providers.
An inability to learn which cannot be adequately explained by intellectual, sensory or
health factors.
Consistent or chronic inappropriate type of behavior or feelings under normal
conditions.
Displayed pervasive mood of unhappiness or depression.
Displayed tendency to develop physical symptoms, pains or unreasonable fears
associated with personal or school problems.
A student with EBD is a student who exhibits one or more of the above emotionally based
characteristics of sufficient duration, frequency and intensity that it/they interfere(s)
significantly with educational performance to the degree that provision of special educational
services are necessary. For preschool-age children, these characteristics may appear within the
preschool environment or in another setting documented through an extended assessment
period. The student's difficulty is emotionally based and cannot be adequately explained by
intellectual, cultural, sensory or general health factors.
The Georgia Department of Education has detailed information and resources for parents
http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-EducationServices/Pages/Emotional-and-Behavioral-Disorder.aspx
Intellectual Disabilities
Intellectual disabilities refers to significantly below average general intellectual functioning
which exists concurrently with deficits in adaptive behavior that adversely affect educational
performance and is manifested during the developmental period.
The Georgia Department of Education has detailed information and resources for parents
http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-EducationServices/Pages/Intellectual-Disabilities.aspx
Orthopedic Impairment
Orthopedic impairment refers to students whose severe orthopedic impairments affect their
educational performance to the degree that the student requires special education.
The Georgia Department of Education has detailed information and resources for parents
http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-EducationServices/Pages/Orthopedic-Impairment.aspx
Other Health Impairment
Other health impairment means having limited strength, vitality or alertness including a
heightened alertness to environmental stimuli, that results in limited alertness with respect to
the educational environment, that:
1. is due to chronic or acute health problems such as asthma, attention deficit disorder or
attention deficient hyperactivity disorder, diabetes, epilepsy, or heart condition,
hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, and sickle cell anemia;
and Tourette Syndrome, and
2. adversely affects a student's educational performance.
The Georgia Department of Education has detailed information and resources for parents
http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-EducationServices/Pages/Other-Health-Impairment.aspx
Significant Developmental Delay
The term significant developmental delay refers to a delay in a child’s development in adaptive
behavior, cognition, communication, motor development or emotional development to the
extent that, if not provided with special intervention, the delay may adversely affect a child’s
educational performance in age-appropriate activities. The term does not apply to children who
are experiencing a slight or temporary lag in one or more areas of development, or a delay
which is primarily due to environmental, cultural, or economic disadvantage or lack of
experience in age appropriate activities. The SDD eligibility may be used for children from
ages three through nine (the end of the school year in which the child turns nine).
The Georgia Department of Education has detailed information and resources for parents
http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-EducationServices/Pages/Significant-Developmental-Delay.aspx
Specific Learning Disability
Specific learning disability is defined as a disorder in one or more of the basic psychological
processes involved in understanding or in using language, spoken or written, that may manifest
itself in an imperfect ability to listen, think, speak, read, write, spell or do mathematical
calculations. The term includes such conditions as perceptual disabilities, brain injury, minimal
brain dysfunction, dyslexia and developmental aphasia. The term does not apply to students
who have learning problems that are primarily the result of visual, hearing or motor disabilities,
intellectual disabilities, emotional or behavioral disorders or environmental, cultural or
economic disadvantage.
The Georgia Department of Education has detailed information and resources for parents
http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-EducationServices/Pages/Specific-Learning-Disability.aspx
Speech Language Impairment
Speech or language impairment refers to a communication disorder, such as stuttering,
impaired articulation, language or voice impairment that adversely affects a child’s educational
performance. A speech or language impairment may be congenital or acquired. It refers to
impairments in the areas of articulation, fluency, voice or language. Individuals may
demonstrate one or any combination of speech or language impairments. A speech or language
impairment may be a primary disability or it may be secondary to other disabilities.
The Georgia Department of Education has detailed information and resources for parents
http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-EducationServices/Pages/Speech-Language-Impairment.aspx
Traumatic Brain Injury
Traumatic Brain Injury (TBI) refers to an acquired injury to the brain caused by an external
physical force, resulting in total or partial functional disability or psychosocial impairment, or
both, that adversely affects the student's educational performance. The term applies to open or
closed head injuries resulting in impairments which are immediate or delayed in one or more
areas, e.g., cognition, language, memory, attention, reasoning, abstract thinking, judgment,
problem solving, sensory, perceptual and motor abilities, psychosocial behavior, physical
functions, speech and information processing. These injuries may intensify pre-existing
problems in these areas as well. Resulting impairments may be temporary or permanent in
nature. The term does not apply to brain injuries that are congenital or degenerative in nature,
brain injuries induced by birth trauma or those resulting from internal occurrences such as
stroke, tumor or aneurysm.
The Georgia Department of Education has detailed information and resources for parents
http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-EducationServices/Pages/Traumatic-Brain-Injury.aspx
Visual Impairment and Blindness
A student with a visual impairment is one whose vision interferes with functioning in a regular
school program or, for preschool-age children, in learning tasks. Examples are students whose
visual impairments may result from congenital defects, eye diseases, or injuries to the eye.
Visual impairment is determined on the basis of a current examination by an ophthalmologist
or optometrist.
The Georgia Department of Education has detailed information and resources for parents
http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-EducationServices/Pages/Visual-Impairment-and-Blindness.aspx
SUGGESTED LIST OF BOOKS
FOR PARENTS OF CHILDREN WITH SPECIAL NEEDS
1. The Complete IEP Guide: How to Advocate for Your Special Child,
by Lawrence Siegel, ISBN# 1413300170
2. Circles of Friends: People with Disabilities and their Friends Enrich
the Lives of One Another, by Robert Perske, ISBN#0687083907
3. Negotiating the Special Education Maze: A Guide for Parents and
Teachers, by Winifred Anderson, Stephen Chitwood, Deidre Hayden, ISBN#
0933149727
4. The Self-Help Guide for Special Kids and Their Parents, by Joan
Matthews, James Williams, ISBN# 1853029149
5. Special Kids Need Special Parents: A Resource for Parents of Children
With Special Needs, by Judith Lavin, ISBN# 0425176622
6. For the Children: Redefining Success in School and Success in Life,
by Rob Langston, ISBN#0972380639
ADVOCACY RESOURCES
GA
GA
GA
Atlanta Alliance on Developmental Disabilities (AADD)
Georgia Advocacy Office
Governor's Council for Developmental Disabilities
www.aadd.org
www.thegao.org
www.gcdd.org
EDUCATION RESOURCES
GA
Nat'l
Nat'l
Nat'l
Georgia Department of Education
www.doe.k12.ga.us
National Information Ctr for Children and Youth w/Disabilities
www.nichcy.org
Office of Special Education Program (OSEP)
www.osepideasthatwork.org/parentkit/
US Department of Education
www.ed.gov
EDUCATION RESOURCES – LAW
Nat'l
Nat'l
IDEA
No Child Left Behind
http://idea.ed.gov/
http://www.ed.gov/nclb/landing.jhtml
PARENT RESOURCES
GA
Georgia Learning Resource Systems
www.glrs.org
GA
Metro West Georgia Learning Resources System (MWGLRS)
glrsoffice@mresa.org
GA
Georgia Parent Mentors
www.parentmentors.org
GA
Parent to Parent of Georgia
www.parenttoparentofga.org
Nat'l
Disability Friendly Colleges
www.disabilityfriendlycolleges.com
STATE & NATIONAL RESOURCES
GA
Nat'l
GA Department of Human Resources, Division of Public Health
Babies Can’t Wait
http://health.state.ga.us/programs/bcw/idex.asp
Center for Medicaid & Medicare
http://www.cms.hhs.gov
SUPPORT ORGANIZATIONS
You do not have to do this alone! Support organizations offer the resources and many also offer the
emotional support to empower you so that you don't have the feeling of isolation.
GA
American Speech-Language-Hearing Association
www.asha.org
GA
Atlanta Alliance on Developmental Disabilities (AADD)
www.aadd.org
GA
Autism Society of America/Georgia Chapter
www.asaga.com
GA
Better Hearing Institute
www.betterhearing.org
GA
Brain Injury Association of Georgia
www.braininjuryga.org
GA
Center for the Visually Impaired
www.cviga.org
GA
Down Syndrome Assoc of Atlanta
www.atlantadsaa.org
GA
Epilepsy Foundation of Georgia
www.epilepsyga.org
GA
FOCUS-Families of Children Under Stress
www.focus-ga.org
GA
Foundation for Medically Fragile Children
www.bwhandicap.com/foundati.htm
GA
Georgia Council for Exceptional Children
www.gacec.org
GA
Georgia Council for Hearing Impaired
www.gachi.org
GA
Georgia Parent Support Network – MH
www.gpsn.org
GA
International Dyslexia Association – Georgia Branch
www.idaga.org
GA
Learning Disabilities Association of Georgia
www.ldag.org
GA
Learning Disabilities Online
www.ldonline.org
GA
Parent to Parent of Georgia
www.parenttoparentofga.org
GA
The Spina Bifida Association of Georgia
www.spinabifidaofgeorgia.org
Nat'l Alexander Graham Bell Association for the Deaf
www.agbell.org
Nat'l American Foundation for the Blind
www.afb.org
Nat'l American Speech-Language-Hearing Association
www.asha.org
Nat'l CHADD – Children and Adults w/Attention/
www.chadd.org
Deficit/Hyperactivity Disorders
Nat'l Easter Seals: Disability Services
www.easterseals.com
Nat'l Federation for Families for Children's Mental Health
www.ffcmh.org
Nat'l International Fragile X Association
www.fragilex.org
Nat'l National Association on Mental Illness (NAMI)
www.nami.org
Nat'l National Down Syndrome Congress
www.ndcscenter.org
Nat'l National Family Association for Deaf-Blind
www.nfadb.org
Nat'l OASIS
www.aspergersyndrome.org
(Online Asperger Syndrome Information and Support)
Nat'l Stuttering Foundation of America
www.stutteringhelp.org
Nat'l United Cerebral Palsy
www.ucp.org