This research paper aims to design a didactic proposal which responds to the reading and writing difficulties displayed by fourth and fifth graders, with intellectual disabilities, moreover, it is necessary to identify the target population difficulties towards the acquisition of the abovementioned skills, endogenous and exogenous factors and evaluating the teachers’ didactic strategies implemented in the classroom. This research is conducted by a concurrent mixed study of the descriptive type; in which a group of 15 fourth and fifth graders, 15 parents and 7 teachers. In addition, the data collection process is carried out by participant observation, semi-structured interviews and surveys; the previously mentioned process leads to pinpoint which are the main difficulties presented in the reading and writing processes These difficulties are limited working memory as well as limited attentional processes, affected language components such as syntactic, morphological, pragmatic and semantic; also, the reading processes are at the syllabic stages and the writing processes is characterized by omission, substitution, additions, rotation of letters and words and vocabulary deficit. Additionally, by conducting the study, it is possible to identify the main exogenous factors involved, which are socioeconomic factors, family dynamics and teachers lack knowledge related to inclusion and learning difficulties, the latter makes it vital to implement didactic strategies that allow interaction and collaborative learning in the classroom to optimize the learning processes.