This study focuses on current intervention practices of schools in enhancing adaptivernskills of pupils with mental retardation at kokebetsibah, Belay Zeleke,Sibste Negasirnprimary school's special unit and integrated cl assrooms, and Yekatit 23 primary specialrnschool.rnThe subjects of the study are 41 teachers and 40 pupils with mental retardation. Theyrnwere selected from the special unit and integrated classroom through random samplingrntechniques. Four data collection instruments, which are questionnaire, interview guide,rnobservation checklist and document analysis used. In order to analysis the data, bothrnquanti tative (simple percentage) and qualitative analysis method were used.rnThe findings of the study shows that teachers from the special unit tries to assess currentrnfunctioning level of the child with intellectual' disability they give training personalrnindependence ski lls of motor, social- personal, communication, self help and functionalrnacademic skills. For instance, they train to deve lop their motor skills through jumping,rnrunning by change speed and direction. The findin g also indicates that currently, thernintervention services of schools are wi th different human and material resourcernlimitations and pupils in the integrated classroom are more deprived because of largernclass size, subject matter knowledge limitations of teachers, low family participation andrnlate enrolment of the pupils with mental retardation. This study conclude that laternenrolment of pupils with mental retardation, absence of assessment tools andrnprofessional support in the assessment process, low partici pation of family, limitations ofrnresources and absence of continuous evaluation techniques of the progress of the childrnare the main determinant factors of educational intervention.rnAt last, this study recommended that upgrad ing of teachers professional competencies,rnincreasing of parents participation, early involvement of children, support andrncooperation of educational professionals are mandatory to enhance adaptive skills ofrnpupils with intellectual disability.