If you have questions about your special needs child's education programming in Georgia public schools, I can help.  I have been a special education attorney since 2003.  If you want to know more about your child's rights with an IEP, a 504 Plan, teachers, services, school location, discipline, transportation or any aspect of special education, I answer questions from parents like you, and I attend live and virtual IEP meetings and help families reach solutions to legal and educational problems.  

What kinds of issues do families bring to me? Here is a list of sample issues that I can help you with...

when the school is not implementing a 504 plan or IEP

when the school hasn't begun to deliver a service that is written in the IEP 

when the school won't find a child eligible for accommodations and/or services under 504 or IDEA 

when the IEP goals do not address all deficit areas, are poorly written and/or not measurable 

when services are not being delivered by an SLP or OT or are too limited to ensure progress 

when the child is being mistreated by staff or being bullied by students 

when the child is unable to feed, toilet, or adaptively help himself in the school setting 

when the child is physically aggressive or self injurious, eloping, destroying property, or making verbal threats 

when the school is not providing appropriate services that are enabling the child to make curriculum progress 

when the school is repeatedly suspending the child for behaviors that require behavioral support  

when the IEP team recommends private placement, alternative school, or GNETS for behaviors that require more support

when the school makes an inappropriate recommendation to retain the child in the current grade 

when the Behavior Intervention Plan (BIP) is not being implemented or is being implemented incorrectly/sporadically

when the personnel implementing the BIP need more training

when the Behavior Intervention Plan isn't given sufficient time / resources for implementation prior to a placement change 

when restraints are happening frequently and/or a child is injured by a restraint and/or untrained personnel are involved

when the IEP services are not evidencing the child's progress on the IEP goals 

when the child is failing classes or struggles to demonstrate mastery on standardized tests or quizzes, assessments, etc. 

when the family wants to ensure that the annual IEP review is appropriate for the upcoming year 

when the child needs an additional service or more services and the IEP team is resisting 

when the family is told not to bring the child to school or is repeatedly called to come pick up the child due to behaviors

when the child is showing signs of school phobia such as tantrums, bed wetting, fear, aggression, etc. 

when the teacher and/or child requires paraprofessional assistance but IEP team resists 

when the IEP team makes decisions based on money/staffing/policies instead of what the child requires for FAPE

when the 504 plan needs to be replaced by an IEP

when the evaluations that the school has done are incomplete, nappropriate or poorly conducted 

when 504 or IEP accommodations are not being given or are sporadically implemented  

when nonverbal or language impaired students are not receiving intensive S/L services and Assistive Tech supports 

when IEP modifications are not being done correctly or to the degree required to meet the child's needs 

when RTI / progress monitoring is not being done at all or is not being done correctly 

when vision, hearing, or orthopedic services are not being delivered at all or not being delivered well 

when a child is being excluded from inclusion opportunities during school or during extracurricular activities 

when parents are not being permitted to participate in meaningful ways in the IEP development 

when parents are not receiving data, school lesson plans, study guides, or IEP progress reports 

when parents are told by the school that they have to accompany the child on community outings, field trips, etc. 

when a child is transitioning from KDG-elementary or elementary-middle or middle-high school 

when a child is transitioning from a hospital stay or other setting and needs additional support in the return to school 

when long term substitute teachers are not certified special education teachers or aren't keeping data/delivering services

when a child needs ESY (extended school year) services and/or the school is denying those services or shortchanging ESY

when a child is undergoing medication trials and the team needs to implement additional support during those trials 

when a child is too sick to go to school and needs Hospital Homebound IEP services 

when a child's needs or behaviors are so disruptive or significant that he/she needs services/instruction at home  

when a child needs a private placement or services funded by the school district  

when a child has not made progress and the district needs to provide compensatory education for lost opportunity 

I attend school meetings (live and virtual/telephonic) to assist in the IEP or 504 meeting discussion and help ensure that your concerns are addressed. 

​I consult with families and give them advice on how to handle common problems and concerns that keep them awake at night.  ​If there have been mistakes or legal violations by the school system, I assist in resolving those problems.  
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"We are so pleased with the results of the IEP meeting, and feel better than we ever have about what is now in place ... Thank you for EVERYTHING you have done for us!" ~K.M., parent   
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"I applaud you for your thoroughness and willingness to go far and beyond for [____]. I must say you have been the best attorney pertaining to his case. Your heart and passion is genuine. A parent could not ask for anything more." ~C.H.W., parent 
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To schedule a 20-minute complimentary consultation call: calboslaw.as.me.