Collinsville Community Inclusion Team

Grant started his school district education in August of 2020 during the COVID-19 pandemic in one of our Early Childhood classrooms. He did lots of learning at home, and had OT, PT and speech therapies, first online and later in school. He had issues with balance, core strength, fine motor skills and speech. With the teachers and therapists that Grant had along the way, he grew leaps and bounds. After a year, Grant was moved to a blended PreK classroom, where there were more peers alongside whom he could practice his skills. Grant was in PreK for two additional years in his blended classroom, where he participated in the language-rich program along with additional therapies before he moved on to Kindergarten. His former preschool teacher noted, “Being part of Grant's PreK Inclusion journey was a true privilege. Seeing his growth over time and knowing he is thriving in second grade reminds me how significant early foundations can be. I am so proud I got to help make a difference." Grant has now been exited from therapies and is a great example of the power of inclusive early childhood programs. As his speech therapist Ms. O remarked, “With great support and encouragement from our preschool teachers, educational assistants, therapists, and his amazing mother, Grant’s success is very exciting for all of us!” According to his mother, “Grant would not be where he is today without the chance of early intervention that he received when we entered the public school system.”

For more information on inclusive classroom opportunities for preschool at Collinsville Community Unit School District 10, please call the PreK office at 618.346.6301 and press option 3.

Norah began Pre-K in August of 2021 in a special education classroom after transitioning from Early Intervention services. Norah’s teacher, Ms. Mary Beth Laing, described Norah as having a big smile, hug, and “Good Morning”  that always made the staff smile! She loved being at school and interacting with her peers. She loved to sing and re-create her favorite character Elsa as well as play with playdough and sensory boxes. Norah’s academic skills quickly developed in the classroom’s structured play environment. Norah’s greatest need was learning to control her disappointments in a positive way. When upset, she learned to take belly breaths, count to calm, utilize sensory accommodations such as fidgets and the calm down safe place. Norah gained these skills and and successfully transitioned to the Co-Taught Pre-K classroom for the 2022-2023 school year. 

 In Norah’s second year of Pre-K, her teachers Ms. Ashley Elliff and Ms. Amanda Liedtke had the pleasure of continuing to develop the skills Norah had gained in the smaller classroom setting. Norah flourished in confidence and in her academics, language skills, and social skills. With support from the classroom staff and related services, Norah not only gained these skills for herself, but became a role model and leader for other students in the Co-taught classroom. Norah began to implement her social-emotional skills independently and suggest them to other students. She modeled her skills to other students and continued to grow and flourish herself. Her infectious smile and giggle continued to light up the classroom and her teachers. 

As Norah transitioned to Kindergarten, it was evident that she had possessed the skills and success to continue her education in both the general education and special education classroom. Her Kindergarten teachers, Ms. Katy Austin and Ms. Jenny Spurgeon, state that Norah is always eager to come to school and learn and often tells her teachers “I love school”! Norah possesses a positive spirit and determination even when facing learning tasks that are challenging for her. She has made great strides in the areas of writing and cutting and loves to engage in play and conversation with peers.

Norah’s success throughout Pre-K and Kindergarten is due to her spirit and determination as well as the partnership that has been created between her parents, teachers, and the Pre-K and Kindergarten staff. Each member of her team, including teachers, classroom assistants, speech therapists, physical and occupational therapists, and social workers have provided an integral role in Norah achieving her success. The sky is the limit for Norah and everyone who has the pleasure of knowing her cannot wait to watch her continued growth and future!

Connor started school at three years old in an Early Childhood Special Education classroom. While happy and social, he struggled with communication, attention and focus. “He was pretty much nonverbal when he started,” notes his mother Heather. Connor was one of a group of children who started school on-line due to the pandemic. His family provided great support at home. When back in the classroom, he made wonderful progress over the remainder of the school year. Staff and family felt that Connor was ready to move to a larger classroom, and a gradual transition was started. He spent his second year in Blended PreK, developing social skills, friendships, and a great sense of humor while continuing to make progress on academic readiness skills and individual goals.