The present internship report details the implementation of a literacy project at the District Center for Social Inclusion (CADIS), aimed at individuals with cognitive disabilities aged 15 to 33. Using the cognitive stimulation approach mediated by OLE processes, a course was designed to enhance oral, reading, and writing skills through dynamic activities such as movements and sound associations, integrated into tailored literacy curricula. Additionally, traditional and behavioral methods like repetitions and dictations were employed to reinforce cognitive memory. The results highlight significant progress in understanding consonants, word formation, and literacy skills, despite facing psychosocial, structural, and procedural challenges. Recommendations are provided to strengthen interdisciplinary support and enhance physical and technological conditions for future inclusive education programs at CADIS.