The aim of this study was to establish the effectiveness of teaching methods for
acquisition of daily living skills by learners with mental retardation. The study
adopted a descriptive survey design. Dependent variable for this study was acquisition
of daily-living skills while independent variables were methods of teaching, how
teachers applied the methods; challenges encountered and teaching/learning materials
used by teachers. The study used purposive sampling to select the district, special
units, learners and teachers. The target population in this study was eighty four
respondents. The sample for the study was the same as the target population, as this
number was manageable within the time available. The study used semi-structured
questionnaires for teachers and head-teachers, and observation checklists for learners
to obtain the data. Spearman order correlation coefficient was used. The reliability
level was 0.6 for questionnaires and 0.5 for observation checklist. The study was
carried out in special units for learners with mental retardation in public primary
schools in Kasarani sub-county, Kenya. The data was analyzed using qualitative and
quantitative methods. It was then presented in narrative passages and tables using
frequencies and percentages. The findings of the study showed that learners with MR
were not taught DLS effectively because teachers did not use appropriate teaching
methods, strategies, or correct teaching/learning materials. Seventy-eight percent
(78%) of teachers in the units for learners with MR were not trained to teach such
learners. Only 22% of the teachers were trained in the area of MR. The findings show
that forty-eight (80%) of learners did not get sufficient DLS as the methods and
teaching/learning materials used were neither appropriate nor relevant. Consequently,
the study concluded that learners were not taught DLS appropriately for acquisition of
independent living. The study recommends that government should develop costeffective
training for teachers in the area of mental retardation to curb the problem of
understaffing and ineffective teaching. It also recommends that schools with special
units need to be headed by teachers who are specialists in the area of mental
retardation because they can understand the needs, abilities and interests of learners
with MR and provide appropriate learning environment, and also offer necessary
support to the teachers in the units.