Children with intellectual disabilities (ID) face significant barriers to social inclusion, limiting their opportunities for participation and development. This research examines the role of community-based programs in promoting social inclusion for these children, utilizing a mixed-methods approach that includes a systematic literature review and case studies of three inclusive initiatives (arts, peer-mentoring, and sports programs). Findings demonstrate that well-structured community programs significantly enhance social engagement, self-esteem, and community acceptance, with quantitative data showing an 18% average increase in social inclusion scores (p<0.05). Qualitative insights highlight improved skills, peer relationships, and family dynamics, though challenges like funding shortages and stigma persist. The study advocates for scalable program models, enhanced staff training, and policy support to foster inclusive communities, empowering children with ID to thrive.

Intellectual disabilities, social inclusion, community-based programs, children, empowerment, accessibility, stigma reduction, inclusive education, peer mentoring, recreational programs.