Students with intellectual disability may have challenges with some of their thinking skills. It may take longer for them to learn new things, which means they may need additional time and support in learning.
S-l-o-w communication, repeated with visual demonstration and followed by silence will allow for processing time. Starting an exercise without music, speeding up gradually (if necessary), and then introducing music a second time round will allow for a greater response and grasping of the essence of movement. Having consistent routines makes life more predictable for children and using visual instructions may also help. This can be done by illustrating an exercise with your body, rather than just speaking the steps, or by drawing it on a whiteboard or showing illustrations of the movement. Make sure you give lots of positive feedback to kids when they achieve a task.
Remember, help make the world fit for all kids by making dance inclusive.