The learning goal of dance education for students with disabilities should not be limited to physical technique, but should encourage them such as thinking, expressing, and challenging new concepts. Therefore, it is more educationally meaningful and appropriate to draw creative movements and interactions from students than apprenticeship dance classes that simply follow dance moves. In this context, the study is a meaningful guide to the teaching expertise of future dance educators, including serious worries, trial and error, and new discoveries in creative dance classes in approaches to dance education for students with disabilities. This study was intended to provide an explanation of what happens in these creative dance and dance classes to foster the achievements of the possibility of students with intellectual disabilities. Based on the diversity and integration perspective, the study was designed to recognize the importance of integrated dance education for disabled students in schools and provide practical examples for the scalability of dance education currently being conducted. This study not only presents obstacles but also practical directions of dance education across boundaries and suggests implications for the role of dance educators in their expertise.