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Exploration of special educational teachers' practices in a centre for children with intellectual disabilities in Saudi Arabia has been shown to be influenced by the Islamic and Arab context together with differing understandings of disability and American influenced treatments of what are seen as inappropriate behaviours. This study explores teachers' practices together with their perceptions of the challenges and barriers they face, and strategies they consider could improve the delivery of services for the children they work with. In this interpretive qualitative study, data collected from semistructured interviews with fifteen teachers in a single centre are presented under the three main research questions.