February 2025

GaLEND Alumna Appointed to Georgia Council on Developmental Disabilities

Martha Haythorn is a driven and compassionate 24-year-old woman with Down syndrome who symbolizes hope and inspiration. After graduating from the EXCEL Program at Georgia Tech—an innovative four-year college program for students with intellectual and developmental disabilities (I/DD)—she earned two certificates while studying Public Policy. As a passionate advocate for her community, Haythorn is proud to be an alumna of the Georgia Leadership Education in Neurodevelopmental and Related Disabilities (GaLEND), a university program at the Center for Leadership in Disability at Georgia State University.

This past summer, she was honored to be appointed by Governor Brian Kemp to the Georgia Council on Developmental Disabilities, where she serves as a council member and actively contributes to the Public Policy Committee. In addition, Haythorn is involved with Best Buddies Georgia, attending social events and nurturing connections within the I/DD community.

With a lifelong passion for advocacy, Haythorn channels her dedication into organizing social programming for YMCA members with developmental disabilities in Decatur, making a meaningful difference in the lives of others. Haythorn also participates actively in the Special Olympics, where she competes in swimming.

Georgia Institute of Technology President Angel Cabrera, Martha Haythorn, and Governor Brian Kemp (Georgia Tech, photo credit)

State Senator Billy Hickman successfully implemented the Georgia as a Model Employer (GAME) Program, which the Senate passed during the 2024 Legislative Session. Haythorn was hired as a Special Operations Assistant. Her hiring is the first placement under the GAME Program within the Georgia Senate during the 2025 Legislative session.

"Her work exemplifies the value individuals with disabilities bring to the workplace," Hickman said. "The State of Georgia is leading by example in supporting the recruitment and retention of individuals with disabilities. I hope this initiative will inspire similar efforts across our private business sectors."

Martha, what was it like when you got sworn in by Governor Kemp?

It was a dream come true. When I was sworn in, Governor Kemp mentioned that I would be part of the council and work to the best of my abilities. I said I would work to the best of my abilities, but I knew it would be even more extraordinary. It was a big moment; I told myself I wouldn't let my disability get in the way; I could do it and put everything into it.

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IDEAL's Eighth Anniversary: Empowering Students,

Transforming Lives

This year marks a special milestone as the Inclusive Digital Expression and Literacy (IDEAL) Program at Georgia State University celebrates its eighth anniversary. As part of the Inclusive Postsecondary Education (IPSE) program, which is designed to provide students with intellectual and developmental disabilities (IDD) the opportunity to pursue higher education alongside their peers, IDEAL focuses on enhancing digital literacy and creative expression for students with IDD, helping them to develop valuable skills for their future careers and personal growth.

Since its launch in January 2017, with just two students in two classes, IDEAL has experienced remarkable growth. Fast forward to January 2025, and it now proudly supports thirty students enrolled in fifty-eight classes. IDEAL is committed to transforming lives and empowering students with mild intellectual disabilities by enhancing their film, TV, media, and digital expression skills. The program ensures job readiness and promotes responsible decision-making, self-determination, and effective communication.

“Working within the IDEAL program has allowed me to stay connected with Georgia State University and the surrounding Atlanta community,” said Spenser Norris, IDEAL program manager. “This connection fosters a positive and enriching environment for students, as they benefit from the wealth of experience, mentorship, and networking opportunities provided by those engaged in the program.”

"My favorite part of the job is witnessing the incredible creativity of our students. I thoroughly enjoy overseeing various projects and assignments, and it's truly inspiring to see the diverse work produced across different classes," said Josh Cohen, IDEAL program manager.

Our alums now thrive in various roles across Atlanta, including at renowned establishments like Mercedes Benz, Publix, Hartsfield Jackson Airport, Criminal Records, Compassionate Atlanta, etc.

Our alums now thrive in various roles across Atlanta, including at renowned establishments like Mercedes Benz, Publix, Hartsfield Jackson Airport, Criminal Records, Compassionate Atlanta, etc.

“I graduated from IDEAL in the spring of 2019 in the very first IDEAL graduation,” said Jimmy Freels, IDEAL alumni. “I am a writer, content creator, and outreach associate for Compassionate Atlanta. I began working at Compassionate Atlanta in January 2020, so I am beginning my fifth year!”

As we celebrate this milestone, we invite you to be part of something significant. Your donation will directly benefit the students of IDEAL, providing them with the resources and opportunities they need to thrive. By investing in IDEAL, you are supporting the future of our community and empowering the next generation of leaders and innovators.

Join us in making a lasting impact—let's celebrate together and create meaningful change. Thank you for supporting our mission during this special year.

Story by Madison Cathey IDEAL Graduate Student

STAFF SPOTLIGHT: Michelle Quintero

Top Youth Mental Health First Aid Instructor in Georgia

Michelle Quintero is the Center for Leadership in Disability's Bilingual Community Services Associate. In her role, she works closely with Spanish-speaking families and underrepresented communities, helping them access resources for their children with intellectual and developmental disabilities. Michelle earned her master's in early childhood education in 2020, where she cultivated a strong passion for empowering families to recognize the significance of a child's early developmental years. Before this, Michelle was an elementary school teacher, providing behavioral, emotional, and academic support to students and their families, focusing on assisting Spanish-speaking households.

Can you describe your role as a bilingual behavior support and its importance?

As a Bilingual Community Services Associate, I support Spanish-speaking families and underrepresented communities in finding the best resources for their children, specifically those with intellectual or developmental disabilities. I also work on other projects focusing on mental well-being and understanding mental health challenges. I manage another training where teachers are taught mindfulness/stress reduction practices to avoid burnout. Although I wear many hats, my role is essential to help bridge the resources from higher education to the Atlanta community. There must be cultural and linguistic representation for families to feel seen and heard with their concerns. I thank my parents for teaching me Spanish as my first language, as it has allowed me to connect and advocate for Spanish-speaking families.

Tell us about your previous roles as an elementary teacher and how you applied those skills to your current role.     

 I was an elementary school teacher for three years, teaching first and second grade. As a teacher, I focused on goal setting with differentiated and data-driven instruction to support students in becoming on grade level and meeting grade-level standards. I communicated with and involved parents in their student's education process to provide culturally relevant services, learn about our community's issues, and address them. Many of my students had IEPs - individualized education programs, and informing the parents of their student's progress was essential. I worked with many families who only spoke Spanish, and I was able to support them in understanding their children's education and how they were progressing. I can apply many of the skills I learned as a teacher in the projects I work on now, such as understanding the education system and how to support those with intellectual or developmental disabilities best. As well as in the Cultivating Awareness and Resilience in Education (CARE) for Special Educators project, where I serve as the coordinator, we are conducting a randomized controlled trial to examine the impacts of CARE on special education teachers, classrooms, and students with disabilities. Teachers are shown classes in mindfulness/stress reduction practices to avoid burnout.

Please briefly describe some of the projects you've worked on at CLD.

Latino Community of Practice Team Leader: I supported Latino families with children and youth with developmental disabilities through workshops and by building a network with Spanish-speaking families.

Mental Health Awareness Training (MHAT) Coordinator: Raise community awareness about mental health and the need for culturally competent and developmentally appropriate services for youth by conducting youth mental health first aid training, partnering with community organizations, implementing a mental health awareness campaign, and attending health fairs. Schedule, handle logistics, and facilitate YMHFA trainings that teach how to recognize signs and symptoms of mental health challenges in youth.

Bilingual Community Education and Outreach: A collaboration with the Latino Community Fund of Georgia and the General Consulate of Mexico in Atlanta, utilizing the Center for Disease Control and Prevention, Learn the Signs and Act Early (LTSAE) campaign to disseminate information about healthy child development and resources.

Cultivating Awareness and Resilience in Education (CARE) for Special Educators Coordinator: An Institute of Education Sciences Grant where we conduct a randomized controlled trial to examine the impacts of CARE on special education teachers, classrooms, and students with disabilities.

Georgia Disability & Health Linkage Project Coordinator: This position links adults with intellectual and developmental disabilities to preventive health care and health promotion programs in their community.

Positive Behavior Support Parent Academy Leader 2021-22: Facilitated a Spanish Parent Academy that offers caregivers an individualized training program that addresses the persistent challenging behavior of children 3 – 6.

Last year, you were recognized at the Mental Health First Aid Summit in St. Louis for being a top MHFA instructor and teaching the most First Aiders in Georgia. What makes a top MHFA instructor? How many first-aiders have you taught?

The primary role of Instructors is to teach the Mental Health First Aid course with fidelity to the core program model and key messages, including fidelity to systems and course reporting required by Mental Health First Aid USA. I was honored as the top YMHFA instructor for teaching the first aiders in Georgia. I couldn't have done it without the help of my co-instructor Guadalupe Arteaga, who also works at GSU and has helped me facilitate countless trainings. The director of the project is Natasha De Veauuse Brown. Together, we trained 340 teachers, school counselors/social workers/psychologists, other school personnel, state vocational rehabilitation counselors, community service providers, and other community members to become certified First Aiders through the 27 trainings conducted during year two - 2022-2023. We exceeded our training goal of 400 people in year three - 2023-24.

Why is the Youth Mental Health First Aid course essential to take?

Youth Mental Health First Aid teaches parents, family members, caregivers, teachers, school staff, peers, neighbors, health and human services workers, and other caring citizens how to help an adolescent (age 12-18) experiencing a mental health challenge or crisis. The course introduces common mental health challenges for youth, reviews typical adolescent development, and teaches a 5-step action plan to help people in crisis and non-crisis situations. Topics covered include anxiety, depression, substance use, disorders in which psychosis may occur, disruptive behavior disorders (including AD/HD), and eating disorders. This course is vital to take to learn about preventing, identifying, and responding to mental health issues in teens. We can make a difference in helping to bring awareness and reducing youth suicide.

Youth Mental Health First Aid is primarily designed for adults who regularly interact with young people. The course introduces common mental health challenges for youth, reviews typical adolescent development, and teaches a 5-step action plan to help people in crisis and non-crisis situations. Topics covered include anxiety, depression, substance use, disorders in which psychosis may occur, disruptive behavior disorders (including AD/HD), and eating disorders.

If you are interested in learning more about Youth Mental Health First Aid, contact Michele Quintero,

mquintero@gsu.edu or visit our website.

Youth Mental Health First Aid Virtual Training: April 15th, 9 am - 2 pm

REGISTER NOW!

11th Annual Autism Conference & Expo

May 28, 2025

 Georgia State University Student East Center



The theme of this year’s Autism Conference is "Cultural Perspectives: Leading to Impactful Practices." This theme emphasizes cultural factors' vital role in shaping the systems and professionals that comprise autism services in Georgia. For this conference, "culture" is explored broadly, encompassing various dimensions such as identity, language, and professional backgrounds across the service sector. We welcome participation from caregivers, individuals with autism, educators, interventionists, clinicians, researchers, and administrators.

Registration will open on March 3rd. cld.gsu.edu/autism-conference