UChicago Medicine AdventHealth GlenOaks School Pheasant Ridge Campus
43 East Stevenson Drive, Glendale Heights, Illinois, United States
About the UChicago Medicine AdventHealth GlenOaks School Pheasant Ridge Campus
UChicago Medicine AdventHealth GlenOaks School Pheasant Ridge Campus is a state-board-approved alternative school program located in Glendale Heights, Illinois. We cater to students with emotional disorders, higher-functioning autism, secondary learning disabilities, and other health impairments. Our institution was founded in 1995 to serve at-risk adolescents and children in the Chicago area and surrounding suburbs. With over 25 years of continuous service, we have grown into a two-campus program serving over 220 students on a daily basis. Our dedicated staff includes teachers, nurses, social workers, therapists, clinical psychologists, and a psychiatrist who provide individualized care for each student.
The Lower Grade Center at our campus serves students in third through eighth grade, offering self-contained classrooms with a maximum of 10 students. Our curriculum includes daily instruction in Common Core subjects, hands-on experiences with technology, and specialty programming. The Alternative High School provides a range of academics for grades 9 through 12, with subjects ranging from remedial to college prep. Students also have the opportunity to participate in extracurricular activities and therapy options.
Our Transition Program helps students ages 17 through 21 gain the skills they need to succeed as independent young adults through volunteering, work internships, tutoring, and counseling. We offer a variety of therapy options, including individual or group sessions where students can express their feelings through art, music therapy, physical activities, or animal connections.
Parents interested in admitting their child to our program must discuss options with their local school district's treatment team. Once accepted, students can typically begin classes within one week. Our institution aims to provide all students with equitable learning opportunities and has policies in place for bullying prevention.
If you are interested in learning more about UChicago Medicine AdventHealth GlenOaks School Pheasant Ridge Campus or referring a student to our program, please contact us for more information.
43 E Stevenson Dr, Glendale Heights, IL 60139, United States
Opening hours of UChicago Medicine AdventHealth GlenOaks School Pheasant Ridge Campus
Monday:
07:30 - 15:30
Tuesday:
07:30 - 15:30
Wednesday:
07:30 - 15:30
Thursday:
07:30 - 15:30
Friday:
07:30 - 15:30
Saturday:
Day off
Sunday:
Day off
Reviews of UChicago Medicine AdventHealth GlenOaks School Pheasant Ridge Campus
"School was more concerned about protecting racist white students then providing education that's required by law to its very few non white students."
"i dont recommend this school at all my experience there is very awfull in one day i had 3 panic attacks and i had no helped at all by staff. Some staff are very caring and helpfull other staff are very awfull and put there belives on others kids."
"Mike Carter and his staff at Glen Oaks Therapeutic Day School have created an academic environment that allows teens to learn and thrive. The benefit of this program is small group and one to one instruction. Classroom sizes are ten or less allowing the teacher and the paraprofessional to provide individual instruction, as and when needed. Assignments are broken down or modified. Tests can be broken down and given in sections as opposed to a cumulative test covering a semester or multiple weeks of material. There is group therapy daily and a therapist who meets individually to address social, emotional and other issues. Mike Carter and his staff understand the issues that today's teens face and address them in a supportive, nurturing yet academic environment."
"We have had a long term relationship with GlenOaks Therapeudic Day school. I have never seen such a committed staff anywhere. My son attended this school for 6 years , attending both North Aurora and Glendale Heights campus. This time in our life was not easy trying to find what was best for our son. I am positive that they saved my son's life. When we decided to send him here our families life and his own were a living hell. It was so hard to realize that your child does not fit into the regular school environment. Everything improved with there help. At times you might feel that they do not have your child's best interest at heart, but I guarantee you they do! We owe them the world! I work in different school districts and have never seen such devotion of a staff."
"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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