Eagle Hill School is unique in helping the child with learning differences to develop academic skills and self-confidence.
Our mission is to provide intensive, short-term, remedial instruction to children with learning differences, and then return them to the educational mainstream as soon as possible.
Eagle Hill School services children from Fairfield and Westchester counties as well as Manhattan in its day program, and children from the tri-state areas of Connecticut, New York, and New Jersey in its five-day boarding program. Each year, the school also welcomes students from all over the world.
The school is approved as a special education facility by the Connecticut State Department of Education, and is accredited through the Connecticut Association of Independent Schools.
Children are referred to Eagle Hill by their school, clinicians, physicians, and other parents.
By carefully evaluating each child's potential and determining the specific nature of his or her learning difficulty, an individual educational program is then developed. No single remedial technique is followed exclusively at Eagle Hill. Rather, each child's program draws from as many approaches as needs demand.
Classes are ungraded; children learn and advance at their own pace. Each child has a daily language arts tutorial as the core of his/her instructional program. Eagle Hill's low student-teacher ratio allows for flexible programming to address individual needs in each area.
Students also participate in a broad range of activities in addition to their academic courses. The athletic program, designed to enhance fitness, promote skill development, and encourage a lifelong interest in sports, is an integral part of life at Eagle Hill. Student council and community service programs provide opportunities for leadership and service, enriching our strong sense of community. Electives, including art, drama, photography, computers, and others round out the offering.
Every fall, teachers and advisors meet with administrators to assess each returning child's progress and to recommend candidates for post-Eagle Hill placement. Parents are consulted and a list of suggested schools is provided. During the child's last year, the supports, which have been created to counter the child's learning disability, are gradually removed in preparation for the return to the educational mainstream.
When children leave Eagle Hill, they will have developed academic tools, self-confidence, and self-advocacy skills to deal more effectively in a world increasingly more dependent on language. Beyond that, they will have learned to make their own decisions, solve their own problems and win their own battles. From that experience, perhaps most importantly they will have developed a firm sense of self worth to carry them through life.