Planning classes that guarantee people with intellectual disabilities access to digital resources is a challenge and requires some personalities because they have different individualities and abilities. This work presents the conception of the learning environment based on Gagné's instructional theory, which provides gradual and individualized teaching to students with intellectual disabilities. The environment was implemented for use on mobile devices and allows the dynamic insertion of activities, in any domain, organized in hierarchical levels. This research is classified as a survey, because it was intended to assess, through the application of the environment, the strengths that the student with intellectual and moderate level disabilities presents when using a mobile digital resource as a teaching strategy allowing their digital inclusion. As a result, it was noted that the use of this environment is feasible, because it allowed the learner to use devices, respecting individuality in the execution of activities and motivated students to continue activities by providing forms of incentive.