ABSTRACT
This paper explores the relationship between H.I and academic performance of pupils in some of our public primary school in Zone, Rongo District, Kenya. It employs both quantitative and qualitative analysis covering the entire zone which is about 68 square kilometers in area. The research findings revealed that there were many H.I children in our regular primary schools as there was 100% response from respondents on this fact. The figures were bigger in lower primary than upper primary, signifying their drop out in upper classes due to frustrations. Infections were the major cause of H.I among learners represented by 67% and the majority of whom fell under moderate category. The attitude of regular learner, teachers and parents towards H.I learners was found to be negative. In terms of academic performance they only managed to score between 20% and 39%, which is below average performance. Learning was based on non modified curriculum that only favored regular learners. I recommended that curriculum be modified to cater for them, expectant mothers should attend clinics for pre-natal care to guard against H.I infections. All children should be immunized against infections of all kinds and the government should carry out census of H.I persons, involve in day to day learning and budget for their welfare. These would enhance assessment, correct placement, and medication as well referrals. The government should also train more special need teachers and post them to our regular public schools to assist H.I learners in an inclusive setting. This would improve the academic performance of H.I learners and enable them compete fairly with the rest of the learners. Facilities such as hearing aid should be availed to aid their hearing in class and facilities faster learning. This will definitely allow them to pass their K.C.P.E examination and join good government high schools.
