This research paper reported the results from research conducted regarding technologically-based reading comprehension programs for students who have intellectual disabilities. It provided evidence-based research and theoretical bases for learning (i.e. Zone of Generativity, Constructivism, Self-Efficacy) on the issue of these students not being adequately prepared to academically compete with their non-disabled peers in the classroom in a technologically-based world which requires proficient reading skills. This paper addressed low reading comprehension skills development at the foundational elementary level for basic reading comprehension skills. This paper examined the students' academic performance and integrated commentary from educational leaders and other stakeholders. Data were collected via surveys from stakeholders to inform the work of education focus groups, curriculum developers and technologically-based reading comprehension program designers. It offered a design for action using an Improvement Science Model to address the issue which will culminate in a discussion for a student-centered technologically-based reading comprehension curriculum that integrates reading comprehension skills development and technological skills. The investigation concluded with recommendations for implementing the plan to improve reading comprehension instruction for students with intellectual disabilities through improvement inquiry in the field of Educational Leadership. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]