Children with intellectual disability (ID) often face significant challenges in communication, which can affect their ability to express needs, understand instructions, and engage socially. These difficulties can vary widely depending on the severity of the disability, but common patterns include delayed speech and language development, limited vocabulary, difficulty forming sentences, and challenges in understanding abstract concepts or complex instructions. Many children with ID also struggle with pragmatics, which involves using language appropriately in social contexts, such as taking turns in conversation, maintaining eye contact, or interpreting gestures and facial expressions. Speech clarity can also be affected, resulting in articulation problems, slow speech rate, or the use of simplified language forms. These communication barriers can lead to frustration, behavioral issues, and reduced opportunities for social interaction if not addressed early. Early intervention is critical in supporting communication skills in children with ID. Activities aimed at improving language development are designed to enhance both receptive and expressive language abilities. For receptive language, activities may include following simple directions, identifying objects or pictures, and listening to short stories or songs while responding to questions. Visual