The semantic network structure is a core aspect of the mental lexicon and is, therefore, a key to understanding language development processes. This study investigated the structure of the semantic network of adolescents with intellectual disability (ID) and children with typical development (TD) using network analysis. The semantic networks of the participants (nID = 66; nTD = 49) were estimated from the semantic verbal fluency task with the pathfinder method. The groups were matched on the number of produced words. The average shortest path length (ASPL), the clustering coefficient (CC), and the network’s modularity (Q) of the two groups were compared. A significantly smaller ASPL and Q and a significantly higher CC were found for the adolescents with ID in comparison with the children with TD. Reasons for this might be differences in the language environment and differences in cognitive skills. The quality and quantity of the language input might differ for adolescents with ID due to differences in school curricula and because persons with ID tend to engage in different out-of-school activities compared to TD peers. Future studies should investigate the influence of different language environments on the language development of persons with ID