Teaching students with moderate and severe intellectual disability who are early readers or nonreaders to engage with grade-level text is challenging. For this reason, purposeful thought must be given to promoting text accessibility and teaching text comprehension. Whenever possible, text should be used as it is originally written without adaptations. When adaptations are needed, however, the guiding principle should be to make only the changes necessary to allow the student to work with the text. This article describes research-based strategies for adapting grade-level text and teaching text comprehension for individuals with moderate and severe intellectual disability. A careful review and subsequent application of these strategies by teachers can lead to the development of materials and instruction that clearly promote interaction of students with moderate and severe intellectual disability who are early readers or nonreaders with grade-level text. (Contains 6 figures.)