Singing, Dancing, and Belonging: Inclusive Art Programs for Young Adults With Intellectual and Developmental Disabilities

Community-based music and dance programs can foster social engagement, self-expression, and inclusion for young adults with intellectual and developmental disabilities (IDDs). Yet, little research has examined participatory approaches that highlight the voices and experiences of people with IDDs in natural community settings. This study explores how such interventions support social connection, emotional expression, and group cohesion through participatory observation and qualitative analysis. The musical program was implemented in a community-based center and included weekly group sessions combining structured song learning and improvisational dance. Data were collected through participatory observation, reflective field notes, and interviews with participants and staff. A reflective thematic analysis approach was used to identify patterns in engagement and meaning-making. Data analysis yielded four overarching outcome domains: language development, emotional expression and self-confidence, physical functioning, and social engagement and collaboration. Participatory music and dance programs hold promise for enhancing inclusion and well-being in community settings for young adults with IDDs. Implications for practice include flexible facilitation, responsiveness to participants’ preferences, and valuing co-created musical experiences.