Mission
	The mission of the Wardlaw School is to help children with average to very superior intelligence and mild to moderate learning disabilities learn how to become self-confident, independent learners. Placement at the school is intended to be short term; however, ongoing support for the child and his/her family is available throughout the child's educational experience. We believe that this mission is best accomplished through individualized programming designed to address each child's learning strengths and weaknesses. The programs are implemented through a clinical model in a school atmosphere and setting that utilizes input from a team of professionals who work with the children. We believe parents should be active participants who understand the nature and implications of their child's unique learning profile.

	Overview
	The Wardlaw School is dedicated to serving children with average to very superior intelligence and mild to moderate language-based learning disabilities. Children served in the Wardlaw School typically exhibit underlying auditory and/or visual processing problems that make it difficult for them to learn in their present educational setting. Our students are between the ages of 5 and 12 years old and are in kindergarten through 6th level. The types of learning disabilities served by the Wardlaw School include dyslexia (reading disability), difficulty understanding and/or using spoken language, written language disorders, and mathematical disabilities. Children with a learning disability and Attention Deficit Disorder (ADD) are accepted. The program is not designed for children with only ADD, behavior problems, or emotional problems. The Wardlaw School is accredited by the Georgia Accrediting Commission.

	Goals
	The Wardlaw School has four basic goals for working with children and for determining when a child has completed the program. These goals are: To assist each child in learning how he/she learns best and how to utilize effective strategies so that he/she becomes an independent learner who is not reliant on tutors or special educators to succeed. To reduce the discrepancy between the child's ability (intelligence) and his/her actual achievement utilizing individualized instruction. To help children become self-confident learners who are willing to actively engage in learning situations and who see themselves as successful students. To return children who have met these goals to a regular education setting as soon as possible.