The present study aimed to assess the role of visuomotor coordination in enhancing linguistic and social development in children with cerebral palsy aged between one and a half to two years. The study sought to answer the central question: Does visuomotor coordination play a role in improving linguistic and social development in this group? The study sample consisted of three children diagnosed with spastic diplegia. A quasi-experimental approach was adopted, utilizing the Brunet-Lézine Révisé (BLR-E) test to assess psychomotor development before and after the interventions, in addition to specific exercises designed to enhance visuomotor coordination. The study results indicated that interventions based on visuomotor exercises contributed to improving visuomotor coordination in children, which positively impacted their linguistic and social skills. The findings showed that trained children exhibited increased visual engagement, improved motor responses, and enhanced ability to produce sounds and respond to linguistic stimuli. The results also demonstrated improvements in social interaction, as the children became more capable of visual responses and engaging with those around them. Based on these findings, the study underscores the importance of early intervention in promoting sensorimotor integration in children with cerebral palsy, thereby supporting their linguistic and social communication development.

Cerebral palsy, visuomotor coordination, linguistic development, social interaction.