A conducive learning environment for children with intellectual and developmental disabilities (IDDs) is essential for fostering adaptive behavior and meaningful educational outcomes. A quantitative descriptive design was employed, and data were collected through a structured questionnaire administered to (N=130) special education teachers working in the Punjab government and private sector. Purposive sampling technique was employed by the researchers in this study. Statistical analysis through SPSS version 23 revealed that respondents strongly affirmed the importance of the teacher–student relationship in fostering a conducive learning environment (M = 4.30, SD = .82), and also highlighted the effectiveness of diverse teaching aids, including assistive technology, in supporting children with IDD (M = 4.05, SD = .97). This study recommends that to guarantee accessibility and engagement for all students with IDD, schools place a high priority on enhancing the relationship dynamics between teachers and students through continual professional development.