Influence of teachers’ experience on retention rates of learners with intellectual challenges in special units in public primary schools, Kikuyu Sub County, Kiambu, Kenya.

Abstract

An effective education system enables teachers who teach children with intellectual challenges to teach them effectively and also creates awareness in the society to accept the children. The failure to achieve education and essential skills for life is a big problem to children with intellectual challenges in public primary schools in Kikuyu Sub County in Kiambu County in Kenya. The researcher included all the schools in Kikuyu sub county Kiambu County in this study and interviewed all the teachers and the head teachers. The collected data was analyzed using both quantitative and qualitative data analysis approaches whereby both descriptive and inferential statistics were used. The study revealed that there was a strong positive correlation between teacher’s experience and the retention rates of learners with intellectual challenges in the special units in public primary schools. Keywords- intellectual challenge, special unit, retention.