Children with intellectual disability (ID) often have deficits in gross motor skills and static and dynamic balance abilities, poor lower muscle strength, and an increased risk of serious falls. They also face difficulty in continuing physical activity programs due to cognitive impairment and easy loss of motivation. However, dance/movement therapy (DMT) has been found to help children with ID perform static and dynamic movements.This study aimed to assess the effectiveness of DMT group sessions for children with ID as part of an early childhood special education preschool program. The outcome measures involved employing a hand-held dynamometer to assess knee extensor muscles, the one-leg stand test for static balance, and the timed "up and go" test for dynamic balance, and administering the Child Behavior Checklist and Caregiver-Teacher Report Form for children's adaptive functions and behavioral problems, as reported by parents or relatives and teachers respectively. Twenty-one children with ID aged 36 to 72 months participated in the study. Ten 60-minute DMT group sessions were conducted as manualized intervention, once a week. The measurements were done before and after the