The first part of this action research starts with the revision about mental retardation studies and theories, the definition of it, and types of mental retardation that exist according to specialists in this field. Also it is mentioned the inclusive education concept, the importance of the inclusion program in regular schools. In the area of inclusion the adaptations, accommodations and modifications concepts are fundamental basis of the research. The adaptations must be done in the objectives, strategies and assessment; the accommodations and modi fications were investigated in deep and have to be implemented in the classroom at the moment of planning and teaching. The literature review starts with a general description of services in the United States that are IFSP (Individualized Family Services Plan) and IEP (Individualized Education Program), also mention some strategies that teachers could apply at the moment of teach students with mental retardation. It was established an action research methodology standing out the participant selection and data collection instruments that contains a conducted interview to the Centro de Estudios Espìritu Santo psycopedagogist; a report of a class observation with the corresponding analysis. It was designed a proposal that contains these elements: an individual education program for a student with mental retardation, adaptations of the science book objectives. It was designed a guide for parents, there it was established an adaptation for the textbook and classroom.