HISTORY OF OUR SCHOOL
The Cedar Lane School opened in September of 1981 in response to addressing the need for
providing a more acceptable facility in which to educate students who had been identified as
handicapped. At that time, ninety-seven students were enrolled in the school. The school served
students from birth through age 21. The school's population had, by 1988, grown to two
hundred and six students. In an effort to allow for students to be educated in a less restrictive
environment, the majority of these students were transferred to general education settings. The
population at Cedar Lane School now comprises approximately one-hundred and twenty students who have
severe and profound cognitive challenges. For these students, Cedar Lane School is the Least Restrictive
Environment. Students at Cedar Lane School range in age from 3 to 21.
The Cedar Lane School Program on the Fulton Campus provides a structured learning environment for students,
age 3 through 21, whose needs are so complex that they require a highly specialized, comprehensive
program in a special school setting. Classes are provided for preschool and school-aged students
through age 21 who are developmentally delayed, and may have multiple disabilities, as well as,
behavior challenges. The Cedar Lane School Program offers an enhanced appoach for inclusive programming
with an emphasis on providing students' access to typical peers across programs, schools, and
community settings in the least restrictive environment. Opportunities for age appropriate and
meaningful peer interactions are available for all students because of this campus setting (which
includes: Fulton Elementary School, Lime Kiln Middle School, and Reservoir High School). Preschool
students have access to typically developing peers who are in the Employee Child Development Preschool
Program, which is housed in the preschool area.
The School's objectives are to provide:
Appropriate special education programs for all students enrolled at Cedar Lane School through a
Life Skills curriculum, and Community Based Instruction, designed to prepare students for after age
twenty-one placements.
Participation in the Alternate Maryland School Assessment for students in Grades 3-8 and 10 to
demonstrate student mastery of Voluntary State Curriculum indicators as required by the Maryland
State Department of Education.
Teaching materials and equipment for meeting student needs, including the infusion of technology
(augmentative and assistive communication devices and programs) to enhance student participation,
learning, and independence.
Motor training opportunities using concepts of the M.O.V.E. program to teach and enhance students' motor skills.
Interventions to assist students with behavior challenes to learn more appropriate social skills.
Vocational programming across school, community, and adult service settings.
Vocational training to students who need to develop work skills through staff-lead vocational
training in community work settings.
Professional development for all staff at Cedar Lane School and the schools on Fulton Campus to
facilitate inclusive programming for all students with disabilities to the extent appropriate.
Professional development opportunities to the Cedar Lane School staff to assure that staff remains
current regarding special education "Best and Promising" practices.
Transition plans and services from school to adult service providers.
Related Services are offered, as appropriate, and include: Physical Therapy, Occupational Therapy,
Vision, Hearing, Speech Therapy, and Nursing services.
For all students, the program is individualized to meet the needs of each student. Our goals are to:
(1) enhance daily living skills, (2) develop independence, (3) develop vocational skills,
(4) develop community living skills, (5) teach worthwhile use of leisure time and (6) attain and maintain
optimal health of students to facilitate the educational process.
Parents are seen as an integral part of the developing of individual programs, and as a resource for
assisting with the instructional process. Parent input and support is actively sought.
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