Program Development and Implementation: A Movement-Based Curriculum for Adults with Intellectual and Developmental Disabilities (IDD)

Abstract

Adults with intellectual and developmental disabilities (IDD) face significant barriers to physical activity participation, including financial constraints, limited adaptive programs, and motivational challenges. Despite the well-documented benefits of physical activity on physical health, cognitive function, and social engagement, participation rates remain low. This capstone project aimed to design and evaluate a movement curriculum tailored to adults with IDD using the Person-Environment-Occupation-Performance (PEOP) model as a guiding framework. The curriculum incorporated evidence-based strategies, such as nature-based activities, dance, and team sports to promote meaningful engagement and sustained participation. Activities were structured to be adaptable based on individual abilities and environmental factors. The curriculum was implemented through site-specific protocols and facilitator collaboration, ensuring accessibility and long-term sustainability. Program effectiveness was evaluated through pre- and post-intervention surveys that analyzed participation using an adapted Likert scale as an outcome measure. Results demonstrated increased engagement in activities following the program implementation, suggesting that interventions incorporating social and environmental engagement resulted in improved sustained engagement compared to the previous exercise programs implemented at the facility. Future research should explore longitudinal outcomes within diverse community settings.