Promoting Literacy Skills in Children with Cerebral Palsy Through Augmentative and Alternative Communication in Lagos State

This study investigates the role of augmentative and alternative communication in promoting literacy skills among children with cerebral palsy in special education settings in Lagos State, South West Nigeria. Cerebral palsy frequently impairs the motor control necessary for speech and handwriting, creating significant barriers to conventional literacy acquisition. Augmentative and alternative communication encompasses a range of tools and strategies, from low-tech symbol boards to high-tech speech-generating devices, that support communication and can simultaneously scaffold literacy learning for non-speaking individuals. Adopting a descriptive case study design, the study examines four children with cerebral palsy who have been using augmentative communication devices across two special schools in Lagos Island and Surulere. Data are collected through systematic observation, caregiver interviews, and analysis of student literacy portfolios over a twelve-week period. Data are subjected to qualitative content analysis with attention to evidence of literacy skill progression across reading and writing domains. The study also examines teacher and caregiver confidence in supporting device use for literacy purposes. Findings are expected to demonstrate measurable literacy gains across all four cases, though with considerable variability depending on device type and support quality. Recommendations include equipping Lagos State special education schools with a broader range of augmentative communication tools and providing structured literacy-through-AAC training for teachers. Keywords: augmentative and alternative communication, cerebral palsy, literacy, Lagos State, special education.