The incidence of d/Deaf students with intellectual disabilities in schools for the d/Deaf has increased; however, the development of curricula for this population has not kept up with this trend. A literacy curriculum was developed at St. Joseph's School for the Deaf (SJSD) to address the special needs of these students using a reading and writing workshop approach. The development of this curriculum began with organizing a Special Needs (SN) literacy team. The team consisted of two teachers, the educational supervisor, and two consultants; one focusing on literacy and the other focusing on cognition and the mediated learning approach. The unique aspect of this curriculum was that it integrated literacy and cognitive domains. The teachers implemented this curriculum using the mediated learning paradigm for interaction. This proved to be an effective intervention. Results of literacy assessment and teacher reports showed an increase in reading and writing levels. These results suggest that intentionally focusing on the development of cognition while supporting students as developing readers and writers is a successful model for d/Deaf students with intellectual disabilities.