Current education has undergone several transformations, many of them as a result of the pandemic. In this sense, the school must become a place of encounter with human being recognized from his abilities, potentialities, and diverse ways of seeing and understanding the world. Therefore, this intervention proposal arises, being its general objective to support the reading comprehension processes of third grade students with low school performance of the Liceo Antonio de Toledo (LAT), through a pedagogical strategy based on the Universal Design for Learning (DUA for its acronym in Spanish). In that respect, the pedagogical proposal LECTORCITO is presented, which includes a series of activities based on the interests and contributions of the students, looking to have a positive and significant impact on the participants: 26 students in grade 3A, among which there is a target group of 8 students who are part of the NETWORK NEED (Special Educational Needs ). LECTORCITO provided several literary experiences that promote reading comprehension processes in eight two-hour work sessions. According to the implementation, favorable results were obtain NEE, as required in the comparative pre and posttests, implemented with the focus group through the Reading Process Evaluation Test (PROLEC for its acronym in Spanish). As a conclusion, it can be inferred that the challenges of education require a greater effort and commitment on the part of teachers, seeking to involve in their praxis contents more accessible to students, recognizing them from their abilities and skills. In addition, to enable self-training spaces that allow to account for the initiatives offered by the regulations of inclusive education, in particular the DUA as a strategy that allows the activation of the three main neural networks: affective, recognition and strategic; which in turn account for the what, how and why of any teaching and learning process, becoming the scenario where everyone can see and feel themselves as protagonists of their educational process.