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The study used the social model of disability to explore teachers\u2019 perceptions of enablers to enhance school-based adolescents with intellectual disabilities\u2019 learning and took cognisance of a wave of policies aimed at including adolescents with intellectual disabilities in mainstream education. A qualitative narrative approach was used for the study. Using a narrative methodological framework, unstructured interview questions were posed to elicit teachers\u2019 perceptions of enablers to enhance adolescents with intellectual disabilities\u2019 learning. A non-probability purposive sampling method was used to select teachers working with school-based learners with intellectual disabilities. Five themes emerged from the analysis: therapeutic setting; learners\u2019 resilience; parental support; teaching strategies; and community involvement as enablers for enhancing learning for adolescents with intellectual disabilities. 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