Innovative strategies for inclusive literacy learning in students with cerebral palsy: a case study in rural secondary education

Abstract

This study examined the effectiveness of innovative strategies for literacy development in an 11-year-old girl with mild spastic cerebral palsy (CP), a seventh-grade student at Unidad Educativa Medardo Ángel Silva, Barrio Piuntza, Ecuador. A mixed-methods single-case design was employed, combining qualitative methods (interviews, observations, and analysis of written productions) and quantitative assessments (standardized tests of reading, writing, and fine motor skills). The six-month intervention involved multisensory strategies, accessible educational technology, curriculum adaptation, and collaborative learning activities. Quantitative results showed significant improvements in letter recognition (20 % → 65 %), reading speed (0.5 → 2.1 words/min), written production (2 → 12 correct words), and fine motor skills (percentile 5 → 12). Qualitative analysis revealed increased motivation, engagement in group activities, perceived autonomy by the teacher, and family reinforcement. A positive correlation was identified between technology use and reading performance (r = 0.68). Findings confirm that the combination of multisensory strategies, adapted technology, and collaborative learning enhances literacy, supports social integration, and promotes socioemotional development in students with mild CP. Limitations include the single-case design, the short duration of the intervention, and the rural contextual conditions, which constrain generalizability. It is concluded that contextually tailored inclusive methodologies enable significant gains in reading and writing skills and can inform future educational policies and teacher training programs in similar contexts.