The article is part of a person and environment interaction perspective. Here, the person has profound intellectual disabilities and she is educated in a special class where her teacher implements interactive reading. We propose to analyze this implementation from the angle of two models: didactic from Irwin (2007) and psychopedagogical from Fougeyrollas and his collaborators (1998). It will discuss student interaction, context, special class, interactive reading and the development of reading processes (Irwin, 2007). The results show that a child with an intellectual disability can develop his or her reading processes and that it is possible to use children’s literature with these types of students.