Aim. The aim of this article is to analyse the role of musical interventions in supporting individuals with intellectual disabilities by presenting forms and methods of musical activities, reviewing empirical research findings, and discussing practical implications for support systems. Method and materials. The article adopts a theoretical and review-based approach. A literature analysis was conducted, including studies from the fields of special education, psychology, music therapy, and neuroscience concerning the impact of music on the psychosocial functioning of individuals with intellectual disabilities. Results and conclusion. The reviewed studies indicate that musical interventions may support cognitive development, emotional regulation, and social competences. Participation in musical activities has been associated with improvements in attention, sensory integration, reduction of challenging behaviours, and the development of interpersonal relationships. However, the effectiveness of such interventions depends on the professional preparation of facilitators, appropriate methodological choices, and the integration of musical activities with other forms of support. Music may therefore constitute an important component of support systems and promote the social inclusion of individuals with intellectual disabilities.