Glen Oaks Therapeutic Day School - 940 Mooseheart Road, North Aurora

"Glen Oaks Therapeutic Day School" in North Aurora works at 940 Mooseheart Road, IL 60542. If you have any questions, please call the phone number +1 630-966-1811

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Address:
940 Mooseheart Road, North Aurora, IL 60542
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Website:
keepingyouwell.com

Phone number:
+1 630-966-1811

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Establishment   School  

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Reviews about Glen Oaks Therapeutic Day School

  • Nancy Sohn
    ★ ★ ★ ★ ★
    I categorically recommend GlenOaks Therapeutic Day School to parents for children who are struggling with social emotional issues. 

For our son, with his then severe separation and other anxieties, as well as some learning disabilities, it made all the difference in his having a good and happy childhood, and to his having progressed normally into adulthood. It provided him with the support he needed from 3rd grade through his junior year in high school, when he then very successfully mainstreamed into our very good public high school. And, because of GlenOaks, our son was able to go on to to a very successful college experience, including doing very well in his college’s honors academic program, and being a leader in college activities.

    GlenOaks provided our son with the safe and supportive atmosphere that he needed to work through his issues, while still allowing him to be learning and taking part in other normal day-to-day childhood school activities. These included art, music, and sports, none of which he would have done had he not been at GlenOaks. Further, had our son been in a traditional school, we’re sure that his anxieties would have caused him to be targeted by bullies. And we’re quite sure that that would have exacerbated what was already our son’s diminishing self-confidence and happiness. In contrast, at GlenOaks TDS, he was not bullied, and gained great satisfaction in and confidence from the successes that he had as he progressed through the school’s activities, curriculum and behavioral support programs.

    We were always impressed with the quality, abilities and commitment of each of the teachers at GlenOaks TDS. They understood our son’s challenges and were always kind while firm in helping him, providing him with an understanding of his struggles and ways to overcome them, a piece at a time. Our son learned self-advocacy skills there that have been integral to his continued and growing successes in his five years since leaving GlenOaks. We have nothing but respect for the GlenOaks TDS program, including the two administrators who founded and still run the school; the other administrators; and the outstanding and committed teaching staff.

    Because of his time at GlenOaks TDS, our son today is a self-confident, well-rounded, solid, enjoyable adult, as well as a responsible and compassionate person.
  • The Giraffe
    ★ ☆ ☆ ☆ ☆
    The first red flag was the building itself. It was a warehouse that had been renovated and expanded. In all, it was less than ten percent the size of my former high school. There was a single hallway for classrooms, and the gym was a large storage barn with a tile floor and two basketball hoops mounted on opposite walls. There was no computer lab, no band room, no science lab, and no cafeteria. The classrooms were relatively well equipped, most had Smart boards and nice desks, but it did not make up for the obvious shortcomings. Quality education in such an environment may be possible; but more so, it implies the school has low expectations for attending students. In the case of Glen Oaks, the building exemplified a flawed philosophy. Broad-based academics and extracurriculars were less of a priority than treatment. This approach may seem reasonable at a glance, but it undermines student growth in the long term.
    The Individuals with Disabilities Education Act Amendments of 1997 (IDEA) (P.L. 105-17) state that it is vital for students with disabilities to receive access to general curriculum so that they may meet federal education standards. It should be the goal of any Special Education or IEP based curriculum to work continuously towards transitioning students into a standard education environment. By isolating students with disabilities or exceptionalities, and failing to provide students with equal academic and extracurricular opportunities, private therapeutic academies are limiting the and potential of those they serve. This problem is not a result of underfunding. Many of these institutions are subsidized by hospitals and collect tuition from the public schools who divert students to them. The issue is a result of generalizing the treatment and accommodation of students with very individualized needs. For instance, a student with autism may require different instruction than one with depression. Moreover, a student with obsessive compulsive disorder may need alternative accommodations than one with behavior problems. All too often, the curriculum pace I experienced was set by the students who required the most assistance. This severely handicapped any students capable of learning quickly, or at a higher level. Glen Oaks offered no honors classes or gifted and talented program. Thus, many students were unchallenged, prompting low personal expectations and decreased motivation.
    The second noticeable abnormality was the set of rules at Glen Oaks. Many of the regulations at the school mirrored those of a drug and alcohol rehabilitation facility. Physical contact of any kind between students was strictly forbidden. Exchanging contact information with any peers was punishable and romantic relationships were strongly discouraged. Verbal interactions were closely monitored to ensure confidentiality and appropriate conversation. These rules may be reasonable in an intensive care program, but they are not applicable in a high school setting. Strict regulation of peer interaction inadvertently encourages seclusion, which can be extremely detrimental to individuals with mental health problems. Even worse were the discipline techniques. Those who violated the rules were sent to the “break room”, an area containing solitary confinement cubicles, for a specified amount of time. Often, this punishment failed to change the behavior of students. It is reasonable to remove disruptive students from the classroom, but if no actions are taken to rehabilitate those students, their education is sacrificed. Moreover, if a student has a behavioral disorder, such an environment punishes them for the very reason they were enrolled. Again, there was little attempt made to distinguish the needs of specific students.
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Glen Oaks Therapeutic Day School

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    Where is Glen Oaks Therapeutic Day School?

  • Address: 940 Mooseheart Road, IL 60542
  • What's the Glen Oaks Therapeutic Day School phone number?

  • Phone number +1 630-966-1811
  • What are Glen Oaks Therapeutic Day School open hours?

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  • Main work: Establishment   School  
  • What's the Glen Oaks Therapeutic Day School website?

  • The website keepingyouwell.com

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