Abstract
Introduction: This study investigates how play, dance, and music-based activities contribute to the development of verbal and musical expression skills in children with special needs. Although previous research highlights the positive influence of music, movement, and play on social and cognitive development, persistent challenges in verbal expression and motor coordination necessitate further inquiry.Method: Aqualitative descriptive case study was conducted with eight children diagnosed with mild intellectual disability, selected through typical case sampling. Data were collected across a 10-week program (800 minutes of instruction) using participant observations, structured checklists, and parental interviews. Weekly observation diaries supported the evaluation of in-class performance. Checklist items were refined and validated through expert review and the Lawshe content validity technique.Findings: Results indicated gradual improvements in both verbal and musical expression skills, with musical development advancing more rapidly due to the repetitive and engaging nature of music. Storytelling, rhythm, movement, and combined activities increased motivation and participation. Children showed greater ease in musical tasks than verbal ones, though difficulties persisted in coordinating movements and verbal responses during complex activities.Discussion: The findings align with previous research highlighting the benefits of music and movement in special education, while underscoring the importance of program duration, structured methodology, and family involvement. The study demonstrates that integrating musical and movement-based activities into special education curricula can support holistic development in children with special needs.