Objective: The aim of this study was to analyze the content of Farsi textbooks for second period of elementary school students with intellectual disability. Method: 50% of the text, pictures, images and questions of each book, as a sample of this study was selected by random sampling method. The William Rumi model was used to determine the extent of student engagement with the selected content  from Farsi textbooks Results: Research findings indicate that the level of student engagement with the text, at fourth grade, fifth and sixth, respectively (0, 0, ./005); the student engagement with the image and pictures sequence (1/45, ./17 and 1/45); and the involvement of students with questions, respectively (./49, ./58 and 1/1), respectively. Conclusion: In general, it can be concluded that Farsi textbooks for the second period of elementary school students with intellectual disability are inactive in terms of text and active in terms of questions. And also Pictures and Images of fourth and fifth grade books are inactive and sixth grade books are active.