Examined are the steps involved in developing a curriculum for young deaf children with specific learning disabilities; the curriculum is thought to reflect an educational and remedial model based upon findings in previous studies in perceptual, cognitive, and educational psychology. The earlier studies are summarized briefly to explain the history and foundation for the CREED 5 Curriculum. The primary goal of the overall project is stated to be development of cognitive processes in the child; the curriculum content is described as perceptual and cognitive. At each developmental level, the curriculum was subjected to evaluation by teachers and supervisors from 12 schools for the deaf in New York State. The curriculum focuses on five instructional areas of gross motor coordination, sensory motor integration, visual analysis, attention and memory, and conceptualization. Implementation of the curriculum, viewed as comprehensive and developmental, is based on paraprofessional involvement, continual program evaluation, and individualized instruction. Involvement of a representative group of supervisors and teachers in a series of ongoing seminars as part of the curriculum development was reviewed to highlight teacher role in each stage of the curriculum development. (See also ED 046 167 for Phase I: for related documents see also EC 041 647, 648, and 650.) (CB)