Integrating music–movement pedagogy into inclusive physical education for children with intellectual disabilities

Background and Study Aim. In inclusive education, traditional play is often used to help children with intellectual disabilities (ID) improve motor skills. However, these activities may lack structured sensory input. This study evaluates the effects of structured music-movement activities and traditional play on motor skills in children with mild to moderate ID. Material and Methods. Sixty children (ages 8 to 14; IQ 50-70) with intellectual disabilities (ID) participated in a quasi-experimental study. They were randomly assigned to either the control group (CON, n=30), which engaged in traditional school-based play, or the intervention group (INT, n=30). For eight weeks, the INT group participated in three sessions of progressive music-movement activities (orientation, coordination, interaction, and generalization), lasting forty-five minutes each. The activities included rhythmic scaffolding, sensory aids (textured balls), and environmental modifications. The CON group practiced regular school-based play—sensorimotor, constructive, social, and role-playing. The Movement Assessment Battery for Children-2 (MABC-2), modified for ID populations (reliability α=0.91), was used to evaluate motor skills before and after the intervention. Data were analyzed using clinical classification, t-tests, and effect sizes (Cohen’s d). Results. The INT group significantly improved total MABC-2 scores (∆=2.00±2.32) compared to the CON group (∆=0.86±1.38; p=0.025, d=0.60). This represents a moderate effect size, indicating meaningful functional improvement attributable to the intervention. Subdomain analyses showed that INT significantly improved aiming and catching (∆=0.50±1.11, p=0.019) and balance (∆=0.80±1.24, p=0.001). The proportion of children with significant motor impairments decreased from 33.3% to 26.7%. However, 70% remained borderline, suggesting that while the intervention was beneficial, many children still required sustained support to achieve functional motor proficiency. Conclusions. For children with ID, structured music-movement pedagogy significantly outperforms traditional play in enhancing motor skills, especially bilateral coordination and dynamic balance. Its multisensory, phased approach addresses key temporal and sensory integration issues associated with ID. However, persistent borderline impairments underscore the necessity for hybrid or extended interventions. Incorporating this approach into inclusive physical education curricula is strongly recommended to optimize functional outcomes.