<![CDATA[General Background Foundational reading and writing skills constitute a critical competence for educational success, requiring comprehensive stakeholder support within inclusive educational settings. Specific Background Children with intellectual disabilities require repeated practice and consistent instructional reinforcement across environments, yet poor institutional communication frequently obstructs their academic progression. Knowledge Gap Collaborative communication frameworks designed to synchronize home and classroom support for upper elementary learners remain relatively unexplored in mainstream inclusive contexts. Aims This study examines the application of a digital reporting and monthly clinical consultation strategy to align intervention partnerships for a fifth-grade learner. Results While initial incidental interactions created support gaps, the integration of structured digital documentation and face-to-face clinical consultations successfully established a shared assessment forum. This strategic alignment fostered positive academic progress in reading comprehension, reading fluency, narrative writing coherence, and independent learning motivation. Novelty This intervention uniquely combines real-time digital progress tracking with reciprocal evaluation meetings to synchronize microsystem educational interventions in a rural inclusive setting. Implications Deploying structured, evidence-based communication protocols provides inclusive educational institutions with a sustainable model to maximize learning continuity and academic achievement. Highlights Digital journals and clinical consultations transformed incidental interactions into systematic instructional partnerships. Synchronized pedagogical interventions across educational environments significantly advanced reading comprehension and fluency. Consistent communication frameworks successfully fostered narrative writing coherence and learning independence. Keywords Inclusive Education; Digital Journals; Clinical Consultation; Academic Achievement; Instructional Alignment]]>
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