Principal's Perspective

At WCCS we like to say we are educating all our children, one child at a time; each child being special, and unique.  I often think of a number of special children, one of them being children with Autism.  This is a term that has been prevalent in the last several decades due to the number of children being affected.   What do we know about Autism?

Autism is one of five developmental disorders classified as Pervasive Developmental Disorders or (P.D.D.)  All of the disorders are referred to as syndromes. This means that diagnoses is based on a defined group of behaviors which combine to result in a disrupted pattern of development.  The term “pervasive” was chosen for this group of disorders because people demonstrate difficulties in multiple, as opposed to specific, areas of development.  Difficulties in one area of development, (e.g. social) impact other areas of development (e.g. communication).  The result is an extremely complex group of features and characteristics.   One will see qualitative impairment in the use of multiple nonverbal behaviors like eye to eye contact, facial expression, body postures, and gestures.  Often there is failure to develop peer relationships, lack of social or emotional reciprocity.  There are qualitative impairments in communication, in effect, delay in or total lack of development of spoken language.  Those who develop adequate speech have marked impairment or ability to initiate or sustain conversation.  There is a restricted repetitive and stereotyped pattern of behavior, interests, and activities, which may include inflexible adherence to specific nonfunctional routines or rituals.  There can be repetitive motor mannerisms, hand or finger flapping, or complex whole body movement.  

Once a child is identified with Autism a case conference is convened to decide and design the best educational plan for each student.   This conference is made up of many educators including the Corporation’s Autism team, the school’s classroom teacher, school psychologist,Principal, director of special programs, possibly the school Guidance Counselor, and most  important the child’s parents.  During this conference the child’s educational plan is developed along with designated goals for the child to reach in the classroom.   An individualized plan is constructed for the year.  It takes creative classroom teachers, resource teachers, and para-professional to work with these students.

 It’s been a pleasure for over 20 years to have seen and work with educators that are dedicated to all students and educating each one, one at a time. 

Principal: Robert J. Hoke

hokerj@wccs.k12.in.us