Reading can be a way to increase students' social interaction and writing, especially for the need to continue to a higher level of education. Students with Autism Spectrum Disorder (ASD) show deficits in reading skills. Recent research shows that there is heterogeneity in this population, which is accompanied by a lack of personalized learning facilities. That way, there is a gap between students, learning, and the support they need. This research aims to produce a curriculum design based on personalized learning with the help of interactive media in beginning reading skills. The curriculum development model used is the Nicolls model. The results of the study show that curriculum development using the Nicholls model can be used for curriculum development in Special Schools (SLB). This is because the model emphasizes contexts and situations where curriculum decisions need to be made. In addition, the results of a limited trial show that this curriculum design is effective for students with ASD. This can be seen from the increase in student learning outcomes in beginning reading skills, especially in introducing words, syllables, and letters. Future research is described in this paper. [For the full proceedings, see ED654100.]