It was very much a work in progress. Since then, her world has grown. With every connection made through her coreboard, Muskaan is learning to speak with her teachers, and her teachers are learning how to speak with her. Over the last two terms, her voice has grown stronger, and is becoming more intentional, revealing not just her needs, but her humour, her interests, and her blossoming independence.
The coreboard is a communication system that displays high-frequency or “core” vocabulary - including verbs, adverbs of time, pronouns, and prepositions. These are the words we use most often in conversation and form the foundation for Muskaan’s communication. Attached to the coreboard are ‘fringe words’; strips with topic-specific vocabulary such as people, places, food, and colours. Consistent use of the coreboard has given Muskaan a voice and has positively impacted many aspects of her school life.
The Gift of Language
Every adult working with Muskaan models communication using the coreboard throughout the day. For example, by pointing to the symbols for “now it’s time,” “go,” and “out” while saying, “Muskaan, now it’s time to go outside,” teachers help her connect spoken and visual language. This consistent pairing helps her understand what is happening and what is expected.
Muskaan’s coreboard has been personalised with a strip of important people and places. This allows Muskaan to talk about familiar faces and favourite routines. Each Wednesday, she attends Riding for Development, and during the 30 minutes prior to departure, she frequently points to “now it’s time,” “car,” and “horse”. It has given her a way to show anticipation, awareness, and excitement about the learning opportunities ahead.
Naming Feelings
Adults working with Muskaan frequently give voice to her emotions. Initially, this was kept simple - pointing to “you, happy” or “you, sad.” Over time, she began to show understanding of more complex emotions such as frustration and excitement. This emotional vocabulary has been a powerful tool for self-regulation. Muskaan is now calmer, more settled, and increasingly willing to engage in learning activities. We believe this change is closely tied to her ability to express herself, be understood, and have her emotions validated.
Discovering Joy in Words
The more teachers and teacher aides model the coreboard, the more Muskaan engages. She is now initiating communication on her own, particularly when something captures her attention. Children with autism often have a special interest - something they show intense focus or fascination with. Muskaan’s current special interest is trees, and she has a bespoke strip of fringe words to reflect this.
On her regular visits to look at the trees around the school, she often points to words such as “look,” “tree,” “beautiful,” and “wow.” Having her companion affirm her thoughts is incredibly validating and gives us a glimpse into how she experiences the world: full of wonder and appreciation for small, beautiful details.
Muskaan’s sense of humour has also started to shine through. Recently, Muskaan was dancing to music and giggling in the classroom after a reading session. I asked her to come and put her books away, she laughed and ran the other way. Smiling, I pointed to the word ‘silly’ on the large classroom core board, and she ran over, pointed to ‘silly’ and ran off again, repeating this multiple times. For most children, shared jokes are a normal part of life. However, for Muskaan, this kind of social reciprocity with people other than her immediate family has only recently begun to emerge.
Growing Confidence and Independence
Muskaan’s increasing confidence can be seen in her relationships and independence at school. She used to struggle in the morning when Mum left, standing at the gate until the car was out of sight. Now, she is happy to choose a buddy to visit the trees on the field with before returning to class to start the day. She also happily chooses a friend to play with during break times and will sit on the mat for short periods without adult support.
She is more willing to engage in learning activities she might have previously refused. Her teachers and teacher aides use a visual “first–then” prompt to clarify expectations — Muskaan understands that if she completes the task set by the adult, she will be rewarded for her effort. This approach has helped extend the time she spends engaged in learning tasks, such as mastering and manipulating heart words.
A Shared Effort
Behind Muskaan’s progress lies a dedicated team of her whānau, teachers, support staff, and Ministry of Education staff who model, respond to, and celebrate every communication attempt. It takes patience, consistency, regular communication, and a collective belief in giving Muskaan the tools and time she needs to be heard. We have learned that the effort is always worth it.
In Her Own Time and Space
Through her coreboard, Muskaan is not just learning to communicate - she is teaching us how to listen. She reminds us that communication is not just about writing or speech, but also about connection, understanding, and shared meaning.
While the coreboard is still a work in progress, Muskaan’s voice, expressed through pictures, body language, laughter, and increasing eye contact and verbal sounds, is growing stronger every day, and she is thriving in her own time and space.
You can find the first blog about Muskaan’s learning journey here:
If the shoe doesn’t fit, must we change the foot? - Gloria Steinem
Every child is unique, with their own way of learning, thinking, and being. A great teacher recognises these differences, while creating an environment where every student has the opportunity to discover their strengths and passions. With varied learning experiences and an environment that values difference, students are more likely to be their best selves.
Working with children with diverse learning needs has reinforced my belief that every child has unique strengths, and it is essential to provide opportunities for them to experience success as an expert in whatever they excel at. While some children are effective problem solvers, others have strengths in literacy or numeracy. Some students are talented artists and some have a gift for anything sport related. Valuing and nurturing students’ individual talents can help build a sense of belonging, confidence, self efficacy and self esteem, all essential components of an effective learning environment.
When not teaching, my love of animals, reading, farming, and pilates provides me with variety and serves as a reminder of the many paths students may take in life. It is a privilege to be part of their educational journey at Wairakei Primary School, and I value this responsibility.
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