Augmented Reality (AR) provides exciting experiences to improve learning outcomes for students with Intellectual Disabilities (ID) through educational interventions that promote inclusion. This empirical study presents a framework for designing AR experiences tailored to the unique characteristics and needs of students with ID. Recognizing the potential of AR to provide engaging and immersive learning environments, the framework aligns the strengths and preferences of students with ID with the affordances of AR to foster inclusion and progress in science classroom. An AR learning environment based on the “Model of Immersive Learning Environment for Students with Disabilities (MILES-D)” was developed, enabling students to explore abstract and invisible concepts, like the structure of matter. The study investigated both technological and learning affordances to help students with disabilities overcome learning barriers and reach their full potential. Results showed positive results in students’ academic and communicative skills. The contribution of the MILES-D is emphasized, as it integrates technological affordances with the principles of the Universal Design for Learning to create inclusive learning experiences for students with ID. The study concludes by advocating for continued research and interdisciplinary collaboration to advance the introduction of AR technologies in education for students with ID.