Impact of Targeted Therapeutic Intervention on Language and Literacy Skills in a Child with Intellectual Disability

Intellectual Disability is characterized by significant limitations both in intellectual functioning and in adaptive behaviour as expressed in conceptual, social, and practical adaptive skills. This disability originates before age 18 (AAIDD, 2010). This case study demonstrates the critical inter play between language and literacy development in a child with mild intellectual disability. The initial assessment revealed significant delays in both receptive and expressive language skills, as well as in literacy abilities. However, following a structured intervention that spanned twenty-four therapy sessions, the child exhibited notable progress in both language and literacy outcomes. The improvement in receptive and expressive skills, alongside advancements in auditory discrimination and early literacy, underscore the effectiveness of targeted speech and language therapy. These results highlight the necessity for early and individual intervention for children with intellectual disability to foster their communication skills and academic potential. By addressing both language and literacy together, we can enhance their communication skills and educational participation.