Objective: Fundamental motor skills are the foundation of special skills. The purpose of this study was to study the effectiveness of the teaching of perceptual-motor practices and rhythmic movement on motor development in children with intellectual disability.

Materials & Methods: In this quasi-excremental study, 30 children aged 7 to 10 years old were selected through random cluster sampling method from elementary schools in Tabriz city. They were homogenized in two experimental groups (perceptual-motor practices and rhythmic movement) and one control group based on their age and IQ. Programs were held in 9 weeks, two sessions per week, and each session was 45 minutes. Before beginning the training and at the end of the last session, pre-test and post-test were conducted. In order to assess motor development TGMD-2 test was used, and to analyze data covariance and bonferroni postdoc test were used.

Results: The results showed that both perceptual-motor practices and rhythmic movement groups performed better in locomotors and object control skills than the control group (P&le 0.05) and there was no significant difference between these two groups  (P&ge0.05)Perceptual-motor skills training group had a greater impact on the development of control object skills than rhythmic movement group. Program rhythmic movement group had a greater impact on the development of object control skills than the control group.

Conclusion: According to the results, educational programs which are used can be as an appropriate experiencing motion for children. These programs can be used at schools to to provide suitable program and the opportunity for training and developing motor skills.