<![CDATA[This study aimed to develop an Individualized Education Program (IEP)-based teaching module integrated with the Orton–Gillingham approach to improve the reading literacy skills of students with special educational needs in inclusive primary schools. The development was based on teachers' need for adaptive, systematic, and individualized instructional materials. This research employed a Research and Development (R&D) approach by adapting the Borg and Gall development model. The research procedures included a preliminary study, product design, expert validation, product revision, practicality testing, and effectiveness testing. The research instruments consisted of expert validation sheets for content, media, and language, teacher response questionnaires, classroom implementation observation sheets, and students' reading literacy tests. Data were collected through observations, interviews, documentation, questionnaires, and tests and analyzed using descriptive qualitative and quantitative techniques. The findings indicated that the developed teaching module met the criteria of validity based on expert evaluations, practicality based on teachers' responses and implementation observations, and effectiveness in improving students' reading literacy skills. The integration of the Individualized Education Program with the Orton–Gillingham approach provided structured, multisensory, and individualized learning experiences for students with special educational needs. Therefore, the developed module is appropriate for supporting reading literacy instruction in inclusive primary schools. The abstract reflects the research objectives and development focus presented in the thesis.]]>
