Winter 2025

Darcy Robb, GCDD Executive DirectorDid you know that 50 years ago, most kids with disabilities didn’t go to school?

In 1970, schools here in the United States educated only 1 out of 5 kids with disabilities. 

So what happened to the 4 out of 5?

Often, children were sent to live in institutions. Which sounds like a dystopian nightmare, but it’s a nightmare that was reality. It was considered ‘normal’ for babies with disabilities to be taken from their families and grow up in facilities. 

Some families bucked the system. When the great disability activist Judy Heumann was a child in 1949, a doctor recommended that her parents send her to an institution. Both of Heumann’s parents had been made orphans by the Holocaust – they knew from horrific personal experience that when authorities took people away from their families, they might never come back. Judy wasn’t going anywhere, and the Heumanns became one of the families who fought for a way to support their daughter at home and in their community. 

During the 50’s, 60’s and 70’s, more and more families did the same. Those growing children and their families put increasing pressure on the system to do the right thing – to include everyone.

In 1975, the law that we now know as the Individuals with Disabilities Education Act (IDEA) opened up public education in the United States for children with disabilities. It followed the passage of Section 504 of the Rehabilitation Act of 1973, the first piece of civil rights legislation to specifically address the rights of people with disabilities. 

In 50 years, we’ve gone from a world in which parents were regularly told to institutionalize their babies with disabilities to the world of today. Don’t get me wrong – I see things all the time that make me want to jump up and down in frustration. But I also see teachers who practice differentiation like an art form. I see people with disabilities forming their own companies, and employers actively seeking to employ people with disabilities. I see my own fabulous daughter claiming her disability with pride. 

The norm has shifted.

So what can happen in the next 50 years?

My hope is that we live in a world where people with disabilities have it all, including truly integrated, accessible housing, where people with disabilities can live independently in their own homes, in the communities of their choice. I imagine a world where all people with disabilities have the tools they need to build and advance their careers, and no one stymies them with the soft bigotry of low expectations.

It is my hope that within the next 50 years that we have an educational system that’s fully integrated and fully resourced to develop the potential in every single student and that there is strategic, person-centered use of technology to meet people’s needs for support and autonomy.

What about the widespread adoption of Universal Design and plain language to create a world that’s maximally accessible for everyone?

What about a world in which ableism is dead?

Let’s go big for the future and work together to make these possibilities realities starting in 2025. 

D’Arcy Robb
Executive Director
GCDD

Shelly SimmonsWhen a person without a disability reaches adulthood, a particularly exciting part of that experience is the idea of independent living and freedom. It’s the ability to choose what to do with one’s own time, the opportunity to seek meaningful employment, and the possibility of gaining the occasional moment of uninterrupted solitude. These are things that many take for granted. For individuals with disabilities, the ability to live independently or in a community can be difficult to obtain. 

Shelly Simmons, Executive Director for the Statewide Independent Living Council of Georgia (SILC GA), is committed to ensuring that individuals with disabilities have fair opportunities for independent living. Simmons began her career in her home state of California, where she worked for California’s rehabilitation agency after being inspired to take action when she sought resources for her own disability. She eventually moved to Georgia, where she found SILC GA and has served in her position since 2017.

SILC GA’s main responsibility is to develop and maintain guidelines for state legislators and other key stakeholders who influence policy that impacts independent living for people across all types of disabilities. 

Additionally, the organization works with centers for independent living (CILs) to ensure people with disabilities have what they need to live independently. According to Simmons, one of the biggest barriers that individuals experience when applying for independent living waivers is the ever-growing waitlist.

“It’s unfortunate to see the increase in people waiting for services or waiting for a waiver in order to live independently within a community,” said Simmons, “I still believe it’s much cheaper for individuals to live in a community than to live in institutions or nursing facilities. People want to be out and living independently.”

For the State of Georgia Independent Care Waiver Program (ICWP), there are 238 waiting to receive services; for the New Option Waiver and Comprehensive Support Waiver Program (NOW/COMP), there are over 7,000 individuals on the waitlist. It can be very hard for individuals with disabilities to navigate the process to live independently, especially with such long wait times. Yet, according to Simmons, it is highly desirable and beneficial to those interested in making the transition.

“Having opportunities for independent living is significant for people with disabilities, because it both ensures that they have the necessary support systems and resources for their specific needs while giving them the autonomy to live in their own home or with their families,” Simmons said. “It’s also a great opportunity for people to seek employment. Living independently makes for happier individuals. Everybody has a right to live the way they see fit, whether they want to work or just go sit up at the park.”

Inclusive Postsecondary Education (IPSE) programs in Georgia are creating opportunities for students with intellectual disabilities (ID) across the state. These programs enable students to access college life, pursue academic and career goals, and foster personal growth in an inclusive environment. 

With a network of forward-thinking colleges and universities across the state, Georgia is now home to 10 schools across the state that offer inclusive programs for students with ID.

A Vision for Inclusivity

The concept of IPSE programs aligns with the broader goals of equity and inclusion in education. Traditionally, students with ID faced limited post-high school opportunities, often constrained to segregated programs with little focus on higher education. Recognizing this gap, Georgia established its first IPSE programs in the early 2000s, pioneering initiatives that ensure students with ID can thrive alongside their peers.

The state’s effort gained momentum through partnerships among colleges, advocacy organizations, and policymakers. A central driving force has been the Georgia Inclusive Postsecondary Education Consortium (GAIPSEC), which supports program development and awareness, securing funding and resources for participating institutions.

Today, Georgia hosts 10 IPSE programs with almost 150 students at various colleges and universities, including the most recent addition, Berry College in Rome, Ga. Each program is tailored to meet the needs of students with ID while maintaining the academic rigor and social engagement of traditional college experiences. 

The schools include:

1. Albany Technical College
2. Berry College
3. Columbus State University
4. East Georgia State College
5. Georgia College and State University
6. Georgia Institute of Technology
7. Georgia Southern University
8. Georgia State University
9. Kennesaw State University
10. University of Georgia

Impact on Students and Communities

Academic and Career Success

IPSE programs equip students with ID with the skills and credentials necessary to secure employment. Studies have shown that graduates of IPSE programs are significantly more likely to find jobs compared to peers without such opportunities. In Georgia, IPSE graduates have found employment in diverse fields, ranging from healthcare and hospitality to technology and education.

“When we start meeting with students as freshmen, they are doing a small internship on campus. And what I mean by small is they're only working about four to six hours a week. Students start there, and they get a few ideas of what they want to do or what they think they want to do when they graduate,” explained Heather Dicks, career development advisor, in an article for Making a Difference. “By the end of sophomore year, when we start looking at an internship or maybe even applying for paid jobs off campus, you start to see the light bulb get even brighter in their eyes, where they are thinking, ‘I might want to do this as a job. I think I like this. I never thought about it before.”

As of 2022, there is a 58% employment rate for students with ID who have gone to an IPSE program, compared to the 19.6% of those who have not. 

Personal Growth and Independence

For many students, attending college is not just about academics—it’s about discovering independence. IPSE programs emphasize self-advocacy, decision-making, and life skills, enabling students to take charge of their lives. Living on campus, managing schedules, and navigating social dynamics contribute to their holistic development.

By integrating students with ID into college campuses, IPSE programs break down stereotypes and foster a culture of inclusivity. Peer-to-peer interactions enrich the college experience for all students, creating a generation of leaders who value diversity and empathy.

Georgia’s IPSE programs also collaborate with local businesses, nonprofit organizations, and government agencies to create internship and employment opportunities for students. These partnerships benefit the economy and demonstrate the value of a workforce that includes individuals with diverse abilities.

"The reason I love the IPSE program is because [UGA] gave me the opportunity to have an experience; I call it ‘an experience like a UGA kid,’" said Julia Nazarowski, a Destination Dawgs student. "It allowed me to become friends with my peer mentor, Liza Crane, and it allows me to meet people and advocate."

Advocating for The Future

While Georgia’s IPSE programs have achieved remarkable success, challenges remain. Securing sustainable funding is a constant concern, as programs rely on a combination of federal grants, state support, and tuition fees. Advocates continue to push for increased legislative support and awareness to ensure the long-term viability of IPSE programs.

In its most recent milestone, the schools and students, along with the Georgia Council on Developmental Disabilities secured funding for IPSE grants from the Georgia General Assembly. During the 2023 Georgia legislative session, advocates successfully requested a state-funded grant program for students attending IPSE, now known as IPSE Grants. 

These grants will be available for five years, ending July 1, 2028. The General Assembly backed these grants with nearly $1M in funds for the 2023-2024 academic year and added another annualized $1.6M to the IPSE Grants budget for the 2024-2025 academic year. After the grants expire, advocates hope that lawmakers will finalize the grants into the state budget moving forward.

Georgia’s Inclusive Postsecondary Education schools exemplify the power of education to transform lives and communities. By offering students with ID the opportunity to thrive in higher education, these programs pave the way for a more inclusive future. 

IPSE Programs Share Their Successes

Kennesaw State University

The Academy for Inclusive Learning and Social Growth has 40 students currently enrolled in the program. Students enjoy Treehouse, an afternoon, evening, and weekend program to provide support to continue integration into the college community. In addition, a graduate assistant (GA) lives in the dorms with the first-year cohort. Utilizing the peer mentoring mode, the GA lives in the dorms specifically to support the unique needs of the Academy students.

Of the 40 students, 25 are employed, both on and off campus. Off campus employers include Peas in a Pod Daycare, Academy Sports, Publix Grocery Store, Peace Café, and The Home Depot. Campus employment includes Night Owls event set-up team; KSU Information Technology Services; front desk support for Wellstar College Dean’s office; front desk support for the Department of Social Work and Human Services; support for WellStar College marketing campaigns; campus convenience store; the Owl’s Nest at the KSU athletics sports complex; campus post office; and campus foodservice.

Georgia Tech

Georgia Tech’s EXCEL program has 36 students currently enrolled in the program. Students enjoy a mix of education, employment and participating in social clubs.

All students in EXCEL are enrolled in inclusive courses and meet the standard of at least 50% inclusion. There are many employment opportunities made available through internship partnerships with the Georgia Advocacy Office, Bobby Dodd Institute (Call Center), Heartis (Buckhead), Coca-Cola, Hotel Indigo Atlanta Midtown, The Howard School, Sublime Doughnuts, Treehouse Animal Clinic, Ansley Golf Course, and various Georgia Tech Departments.

A new partnership with Heartis Senior Living Center in Buckhead provides a senior student the chance to work in memory care as a recreational attendant. This role aligns with their career goals in senior living and caregiving.

The W.I.N.G.S Afterschool Program has allowed two students to be hired as afterschool coordinators at The Howard School, a long-standing partner and source of EXCEL applicants. This opportunity supports their interests in childcare and fosters transportation independence with off-campus internships.

Students are actively involved in over 30 clubs or organizations on campus that cover a wide range of interests, including GT Hiking Club, Best Buddies, DramaTech Theatre, Yellow Jacket Marching Band, and the Pride Alliance.

Berry College

Berry College introduced its new Program for Inclusive Learning during the Fall 2024 semester. The program had three students currently enrolled in the inagural program.

As of the end of their first semester, all three students completed paid jobs of their choosing on campus and were all asked to come back and work again during spring semester. Two students accepted the offer while the other wants to find a new job that is closer to her career interest. Based on her own networking with student athletes she met in class, and attending games and volunteering for the pep club of the volleyball team, she determined that she would like a job related to working in athletics and medicine. The director of Sports Medicine offered a job for her and she will be working as a paid student for the sports medicine program specifically supporting the girls volleyball team.

Another student finished his course in programming and presented the computer game he created to the class during a day set aside for all the students to invite guests and share their games with the community. The student, who is quite shy, independently invited a friend who is a degree-seeking Berry student from his job in information technology, and his work supervisor to see his presentation. This was a big growth opportunity for him. Reflecting on his experience with the program, he said, “It is the end of the first semester, and I only have three more semesters at Berry. I wish I could stay for four years!”

To learn more about Georgia’s IPSE schools, visit www.gaipsec.org

Self-advocate Catherine Brenneman recounts the time she went on a camping trip with her family and how she really enjoyed herself. She also talks about the community program that allowed her to have this lived experience. Here is her story.

Catherine BrennemanI went on a camping trip with my family to Hard Labor Creek State Park in Northeast Georgia. We did a lot of fun things there, but what was most fun about my family’s camping trip was that I rode on an all-terrain vehicle (ATV). This was not a typical ATV, but one for people like me. It had a power wheelchair with big wheels almost like tank tracks. First, I went down to the trail with my lift and got into the ATV with the help of my dad, Danny Hoover, Chief Operating Officer at Diversified Enterprises, and some other friends. It wasn’t that easy, but we did it.

After that, I went on this big hike. I even tracked down a big tree on the trail, kind of like a skateboard. I saw all the pretty leaves in nature. The trail was very rocky, and the ATV was very bumpy. I was bouncing all over the place. It took about two and a half hours to complete the hiking trail. When I got back in my wheelchair, I rode with my family back to the campsite. It was so much fun. I want to ride the ATV again, but maybe not on that trail. Again, it was too bumpy. Maybe they can fix the trail.

It was nice seeing the natural beauty of the trail and being outdoors. I was able to look at what God created on this beautiful hike in a different way. I've never seen or experienced nature this way before. It was like looking at God! 

My dad, my family, and others who helped us during this camping trip have been hiking on this trail together for over 20 years. I have always wanted to hike with them. It was so nice to finally go hiking with all these people I care about. I loved hiking with them and I am so grateful for this experience.

About the All-Terrain Georgia Action Trackchairs

The Georgia Department of Natural Resources has partnered with the Aimee Copeland Foundation to provide free, high mobility all-terrain wheelchairs at 10 state parks, historic sites and a wildlife center. The initiative encourages those with mobility impairments to reconnect with nature, explore nature trails, go fishing and attend adaptive hunts. 

Action Trackchairs are designed with safety in mind, giving Georgians who otherwise might not be able to navigate more difficult types of terrain the ability to hit the trails and easily navigate through mud, water, sand and snow. Qualifying Park visitors can experience a sense of freedom that can be difficult to have in an everyday wheelchair. The chairs can be used for hiking, hunting, fishing and other outdoor education and recreational activities. 

Learn more from the Georgia State Parks.

Many self-advocates across Georgia use the New Options Waiver Program (NOW) and Comprehensive Supports Waiver Program (COMP) to support their hopes and dreams for a meaningful life. Self-advocates rely on waiver services for many reasons, including support in their employment, homes, and daily living activities. Self-advocates also use the NOW/COMP waivers to get support from service providers while directing their own services. With this support, self-advocates typically either live in their own homes, with their family members, or with other support people. Overall, getting a waiver helps individuals with developmental disabilities (DD) live quality lives within their communities. 

The following self-advocates share why having a waiver is important to them.

Sheila from Riverdale, GA

“The waiver service for me is giving me independence and staffing, but it’s also been a little hard for me but now I’m doing better. I would love to work part time just to have a little extra income.”

Tamika from Macon, GA

“My waiver has helped to give me a sense of independence and a place to belong in my community. It is important to have a waiver because it helps the people [with disabilities] to have a voice on how they get the services they need to help them belong and be a part of their community and living as independently as possible.” 

Whitney Granville from Macon, GA

“The waiver is important to me because it helps me to be a better person and I can help others.”

Martez from Collins, GA

“My waiver has helped me better my life. I have made new friends and have better social skills. With support, I have also improved my reading, spelling, and math that will help me reach my goals in life.”

Fonda from Dawson, GA

“Waiver services help strengthen my bonds in my community. I am able to create strong and supportive relationships in my community and I am respected. Services help me increase my community participation in the way I want to participate.”

Kristian from Dawson, GA

“Waiver services help me with my leadership roles in the community. Personal growth and supported decision making are important to me and the support I get from services helps me gain confidence. I am blessed to help others so that they can give back and increase their self-advocacy skills.”

Denise from Trenton, GA

“Having these services allows me to live on my own, in my own apartment. It also provides access to transportation for important appointments, grocery stores, shopping, and community activities. These services allow me to have an independent lifestyle and freedom. I also have made many new friends within my apartment complex and at Orange Grove Center and I really enjoy being able to see them and spend quality time with them.”

In general, self-advocates hope and expect to have the waiver services they need to create more opportunities for them to contribute to their communities and society, which includes creating valued social roles. Self-advocates in Georgia, including the ones featured in this article, depend on waiver supports that can allow them to learn and develop new skills to help improve their quality of life to fulfill their hopes and dreams.

The National Leadership Consortium on Developmental Disabilities’ (NLC) mission is to equip those with a passion for disability justice with the necessary skills to become great leaders and advocates. In the past, the NLC has found success with initiatives such as establishing the UnlockGA Coalition, an advocacy network dedicated to advocating for the advancement of home and community-based services (HCBS) for individuals with developmental disabilities. Now, the NLC would like to develop and expand UnlockGA by creating today what is known as the HCBS Stronger Together Coalition.

Kristen Loomis“The HCBS Stronger Together Coalition is going to become a group that people can join and become members of. By being a member of the HCBS Stronger Together Coalition, people will get information and resources about HCBS advocacy opportunities and priorities in Georgia,” said Kristen Loomis and Caitlin Bailey, co-directors at the NLC and co-leaders of the UnlockGA. “They will also have opportunities to learn from experts around the country about HCBS, strategies for effective advocacy, and more. Members will also inform the strategy of the Coalition in the future, so a lot of what the group entails will be decided by its members.”

Currently, Loomis and Bailey are working to keep people already involved in UnlockGA informed and to engage new people who want to join the coalition. The duo notes that, because they are still in the planning phase, much of their work is behind the scenes. Although the pair were not involved in the initial creation of UnlockGA, they understand the importance of advocacy for HCBS on a state level.

Caitlin Bailey“While HCBS is federally mandated, it is interpreted and implemented vastly differently depending on the state,” said Loomis and Bailey. “A Coalition formed to hold state systems and legislators accountable for the goals and intent of the rule—ensuring people are fully and meaningfully included in their chosen communities, supporting people to have total control over their lives and services, making sure people design their services by way of person-centered planning that they are in charge of—is so important. We are honored to be able to support it.”

Although Loomis and Bailey are focused on planning for the new expanded coalition, they are also looking forward to the future of the HCBS Stronger Together Coalition and the resulting progress from the group’s advocacy.

“We hope that [the HCBS Stronger Together Coalition] will become a thriving group that has the resources, support, connections, and leadership needed to advance HCBS regulations and policies,” said Loomis and Bailey. “All of our work comes from a strengths-based perspective, so we are excited to build on the strengths of advocates across the state and support their advocacy and systems impact to advance HCBS. We know that there is so much power in connection and collaboration, so we see our main role as providing backbone support to elevate the advocacy strength and leadership that already exists in Georgia.”

The HCBS Stronger Together Coalition is supported with funding from the Georgia Council on Developmental Disabilities. For more information, see GCDD Current Projects - Systems Change.

Photo credit: Pamela Harvey Photography