The purpose of this study was to execute the script making activity of education drama using graphic organizers, and investigate the effects on reading and writing ability for middle school students with intellectual disabilities. To achieve this, this study was to divided 24 middle school students at special classes in the eight general middle schools into each 12 students in the experimental group and control group. The experimental group was intervened for 50 minutes each per 21 sessions. To find out intervention effects, this study was to execute pre-test as KNISE-BATT reading and writing 'Type 1' and post-test as 'Type 2'. Furthermore, this study was to execute the group comparison of pre-post change using Mann-Whitney U test, and comparison of pre-post change in the experimental group executed Wilcoxon's signed-ranks test. The results of this study were as follows: First, the group comparison of reading ability was significant difference in lexical selection. The comparison of change in the experimental group had significant differences in the word comprehension, sentence completion, lexical selection, word arrangement, and the understanding of short sentence. Second, the group comparison of writing ability was significant difference in the command ability of vocabulary. The comparison of change in the experimental group had significant differences in the ability of transcription, command of vocabulary, and the use of sentence. Based on these results, direction of the follow-up study and method of teaching on reading and writing for students with intellectual disabilities were discussed.