<![CDATA[Children with intellectual disabilities generally face challenges in understanding and recalling complex movement sequences due to limitations in cognitive capacity and working memory. This study aimed to analyze the learning of Lampung ethnopedagogy-based “BrainDance” movements using a mnemonic model among children with intellectual disabilities at SLB PKK Lampung Province. The study involved 10 children with intellectual disabilities. The results demonstrated that the children were able to perform BrainDance movements independently after being assisted by verbal cues using everyday terms familiar to them and movement codes; this enabled them to memorize the names of movement variations as labels and execute each taught movement. This strategy facilitated the association between words and the required physical movements. The findings indicate that a mnemonic model combining Lampung ethnopedagogy-based words (labels) with visual movement cues (codes) strengthens the dual-coding process and alleviates the working memory load for children with intellectual disabilities, making it easier for them to understand, recall, and independently imitate movements.]]>
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