Fairmount Campus

 Recent Highlights

  • Congratulations to the 24 middle school graduates – we wish them well as they move into high school from the June 10 ceremony
  • Spring Fling was held on May 27 – Baltimore City Police officers and their service animals were there demonstration
  • The Variety Show on May 22 included singing, dancing and stand-up comedy – our own American Idol!!
  • Fairmount students participated in the Baltimore city Special Olympics on May 7 – 35 students participated in the track and field event
  • The Science Fair was held May 13 – all future scientists presented interesting and interactive exhibits in earth science, space science, physics and botany

Program Overview:

20010/11 Academic Calendar

This program provides special education and related services to students in grades Pre-K through 8. Evidence-based instructional practices are implemented in an intensive, highly supportive, environment that maintains a low student/teacher ratio which addresses the unique, educational and therapeutic needs of each child. Classroom teachers and related service providers work together in a highly coordinated fashion to maximize the educational benefits for students. Local school systems (LSS) within Maryland, the District of Columbia, and neighboring states refer, place and fund the approximately 165 students in both the elementary and middle schools.

Transportation is provided by the LSS.

  • Instruction
  • Preschool

This program provides services for children, ages 3-5 with a primary diagnosis of autism spectrum disorder. The curriculum is aligned with State Voluntary Curriculum with a focus on pre-K content standards, has a strong research basis, and will focus on the core deficits of autism in a full day program.

This model preschool program for children with autism will also incorporate a unique professional training program where professionals are offered the opportunity to be mentored by autism intervention experts through a hands-on process. This is accomplished by immersing the professionals in the classroom, where they observe and actively engage in the intervention, with systematic guidance in all aspects of the intervention delivery and evaluation.

The application of the empirically validated autism intervention model in the preschool classrooms along with the educator immersion training programs will simultaneously address two major needs: high quality education for young children with autism spectrum disorders and preparation of educators to provide such education to children with ASD in the public schools.
Elementary and Middle School

Students are carefully grouped each year for optimal learning in small classrooms. This program focuses upon grade level instruction with necessary accommodations, modifications and adaptations to the curriculum to ensure that students are able to reach their potential. Fully certified teachers, with the assistance of highly trained teaching assistants, provide academic instruction utilizing a multi-sensory approach in individual and small group settings. Instruction is aligned with national standards and guided by the Maryland Voluntary State Curriculum. Content areas include English/Language Arts (using scientifically based practices for reading, writing and spelling instruction), Math, Science, Social Studies. Our instructional materials are carefully selected based on their proven effectiveness and motivational appeal to our students. Instruction and assignments are differentiated to provide each student with the maximum opportunity to access the material and demonstrate understanding.

In addition to the expected classroom instruction, students at Kennedy Krieger have an opportunity to participate in community based field trips. The cultural and commercial communities of Baltimore provide many options, allowing classroom instruction to come alive through hands-on, experiential learning.

Physical Education and Art classes are also aligned with the Voluntary State Curriculum and are instructed by specially trained teachers that emphasize general education standards in a context that encourages skill acquisition while at the same time building confidence and self-esteem.

Technology is fully integrated into the instructional program. Each classroom is equipped with computers that allow for seamless student access to the internet as well as a large variety of motivating and

instructionally sound, educational software. Computers are also available for easy student access in our library/media center. Classes also have access to a technology center with a large number of computers where students can learn new applications, increase computer skills and work on special technology projects.

In addition, the school has installed five, 60” interactive display boards throughout the school which maximize opportunities for students to interact with technology.

Students and staff have access to a modern library/media center which we refer to as “Main Street.” A large variety of print material is available for students to use for reference and to borrow for classroom and home use. Engaging, multi-media materials are also housed in Main Street. In addition, professional and parent sections have been added to the library collection. Main Street also provides a venue for student activities such as the variety show, assemblies, plays, musical performances, guest speakers, Career Day and the Science Fair.

In addition to grade level coursework students also receive additional instructional support in the areas of mathematics and reading. These intervention (or enrichment) classes are targeted to the specific needs and learning styles of each student. Unlike the majority of the instructional day, which focuses on material from the student’s assigned grade level, these groups are designed to meet the specific needs of students with similar instructional goals and learning styles. Intervention classes utilize research based methodologies including, but not limited to Wilson, Lindamood Bell, Early Literacy Skills Builder, Orton Gillingham, Edmark, Mathletics, Knowing Mathematics, Math Steps, and Touch Math.
Assessment of Progress

Effective, timely and targeted assessment of student progress is critical to our instructional program. Teachers and related service staff maintain on-going systems for evaluating the progress of each child. It is through this dynamic process of continuous assessment that we are able to make instructional and clinical decisions about the direction and pace of instruction and service delivery.

Kennedy Krieger students also participate annually in the Maryland School Assessments (MSA),DC School Assessments, and other state assessments required for other referring states are used. Where appropriate, students participate in alternative assessment (such as the Alt-MSA) which allows their school performance to be evaluated relative to individually established benchmarks. Decisions about participation in assessments, and the associated determination of instructional focus, is made by the IEP team, a group which includes the student’s school team, parents and representatives of the student’s local school system.

Disabilities Served:

  • Autism
  • Emotional Disturbances
  • Intellectual Disabilities
  •  Multiple Disabilities
  •  Other Health Impairments
  •  Specific Learning Disabilities
  • Traumatic Brain Injury

Related Services:

Related services identified on each student's Individualized Education Plan (IEP) are offered. Related services are delivered in pull out, embedded, and consultative formats. These include but are not limited to the following:

  • Speech/Language Pathology
  • Mental Health Services
  • Occupational Therapy
  • Physical Therapy
  • School Health Services
  • Audiology

Related services are interwoven with the instructional program and delivered within the classroom setting whenever possible. Psychiatric consults are available. An interdisciplinary team approach ensures regular and cohesive communication and co-planning amongst teachers, related services and therapeutic staff.

Positive Behavior Intervention

For many students, academic needs are secondary to the extensive behavioral and environment support required to permit access to instruction. Kennedy Krieger has a highly structured school-wide behavior management system with predictable rewards and consequences, using a meaningful point system monitored by both teacher and student as appropriate. Students have opportunities to regain self control in the classroom (called self-helps) or they can be directed to one of several resource areas for supervised support while they regain their ability to return to classroom instruction. Crisis Intervention is available when needed, and all staff members are trained in research-based behavioral intervention practices.

Sensory needs are addressed through modifications to the classroom environment and access to a variety of sensory strategies including a state-of-the-art multi-sensory room.

Students are provided a high level of behavioral support when transitioning to and from, and participating in all classes

Student Life:

Kennedy Krieger School: Fairmount Campus Art Galleries
Additional information for Student Life is currently under development.

Lynn Kanzler
1750 E. Fairmount Ave.
Baltimore, MD 21231
Phone: (443) 923-4589

Bradley L. Schlaggar, M.D., Ph.D., Named President and CEO of Kennedy Krieger Institute

We’re thrilled to welcome Bradley L. Schlaggar, M.D., Ph.D., to the Kennedy Krieger family as our next President and CEO.
Learn more.

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