Admissions

The Howard School provides an educational program for students with learning differences and disabilities.  Instruction is personalized to match individual learning styles and to help each student understand his or her learning process.  The curriculum encourages depth of understanding of key ideas to make learning meaningful and incorporates the essential skill development that promotes educational success.

Howard School students have average to above average intellect however they may not be meeting their academic potential in a traditional setting.  They may struggle with any combination of the following:   receptive language, expressive language, dyslexia, ADHD, processing difficulties, executive functioning, etc.    At The Howard School, labels no longer define our students; we honor the uniqueness of all learners, emphasizing their talents while addressing their difficulties.  Howard School students come from a variety of racial and cultural backgrounds, and from both public and independent schools around the state of Georgia. 

The Howard School serves students whose personal learning style may not be complemented in traditional teaching and learning environments, compromising the student’s ability to reach his or her full potential.

Ours is a rolling admissions process.  Depending on availability, students may be accepted for the current school year.  Additionally, we accept applications all year for the following academic year.

The admissions process starts with a visit to the school and a tour.  Applications are available in the admissions office.  The application is assessed based on the student’s learning profile and available space in the appropriate program.  The process from completed application to admissions decision typically takes two to three weeks.
The Howard School welcomes applications from students of all cultural, religious, ethnic and economic backgrounds.

For more information, contact Anne Beisel, Director of Admissions
404-377-7436 or This e-mail address is being protected from spambots. You need JavaScript enabled to view it