End Neglect and Unfair Practices at Glen Oaks Therapeutic Day School Pheasant Ridge

The issue of inadequate support for students with IEP accommodations at the Glen Oaks Therapeutic Day School Pheasant Ridge Campus is not just a matter of policy—it’s a matter of equity and respect for individuals striving to overcome challenges. Education is a fundamental right, and for students with Individualized Education Programs (IEPs), this right includes access to systems and strategies tailored to their unique needs. When schools fail to meet these requirements, they hinder the very growth and independence they aim to foster. This cause demands our attention because every student deserves an environment that empowers them, rather than stifling their potential.

At the heart of the issue is the point sheet system, a rigid behavioral tracking mechanism that imposes undue pressure on students, especially those who are high-functioning. This system reduces complex human behavior to numerical data, disregarding individual circumstances and developmental goals. Such a system might work for certain settings, but it is wholly inappropriate for high school and adult-aged students, who require tools that encourage self-determination and critical thinking. Instead of fostering accountability and growth, the point sheet system enforces compliance in ways that often feel dehumanizing and counterproductive.

The inadequacies extend beyond the classroom into the transitional programs meant to prepare young adults for independence. These programs, designed for individuals entering adulthood, focus on teaching overly basic life skills—skills that many participants already possess. This approach not only wastes valuable learning opportunities but also undermines the confidence of students who are ready for more advanced challenges. If we truly want to prepare young adults with IEPs for success, we must create programs that respect their capabilities and equip them with meaningful tools for real-world engagement.

Caring about this cause is critical because it speaks to a broader societal commitment to inclusion and empowerment. By advocating for the removal of outdated and ineffective systems, we are standing up for the dignity and rights of students with IEPs. We are calling for a shift toward policies that recognize the individuality of each student and foster their ability to thrive, both academically and personally. This is not just about reforming one school—it’s about setting a precedent for all educational institutions to respect and prioritize the needs of every learner. Together, we can create a more equitable future for students with IEPs and ensure that no one is left behind in their journey toward independence and success.