The Minjares Method as a Pedagogical Strategy to Promote Literacy Development in a student with Intellectual Disability

Abstract

Introduction: Literacy constitutes a fundamental skill for the academic, social, and personal development of any student; however, in children with intellectual disabilities, this process often presents significant difficulties. The Minjares Method is presented as a pedagogical alternative that promotes multisensory learning, facilitating the acquisition of reading and writing in a progressive and meaningful way. This research aims to analyze the application of the Minjares Method as a strategy to improve the literacy process in a child with an intellectual disability, providing evidence on the relevance of this method in inclusive education contexts. Methodology: The study was developed under a qualitative approach, with a case study design, aimed at a child diagnosed with an intellectual disability. The Minjares Method was applied through planned sessions, using concrete materials, gestures, images, and phonemes associated with each letter. Information was collected through direct observation, anecdotal records, and diagnostic and final assessments that allowed the evaluation of progress in letter recognition, sound association, and word formation. Discussion: Progressive advances were observed in the child regarding grapheme recognition, grapheme-phoneme association, and the formation of simple words. Conclusions: The Minjares Method constitutes an effective pedagogical strategy for promoting the literacy process in children with intellectual disabilities, fostering meaningful learning adapted to their individual characteristics.