Terapias de estimulación visual y rendimiento académico de niños de primer año de Educación Básica
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Vive Rev. Salud
Abstract
La terapia visual como tratamiento de estimulación neurofisiológica, permite el desarrollo y mejoría de las habilidades visuales; mismas que inciden de manera directa en el aprendizaje y la lectura. Objetivo. Evaluar el impacto de las terapias de estimulación visual en el rendimiento académico en niños de primer año de básica de una unidad educativa privada en Quito-Ecuador. Materiales y métodos. La investigación fue descriptiva, modalidad de intervención educativa, con alcance explicativo causal y longitudinal. Se trabajó con una muestra intencional conformada por 32 estudiantes de 5 años cumplidos, ambos sexos biológicos, que asistían a clases presenciales, no recibían terapias visuales y, contaban con el consentimiento de los padres. Un profesional especialista en salud visual ejecutó la investigación en tres fases: 1) diagnóstica: medición de las variables como pre-test; 2) aplicación de estrategias: con el despliegue del programa por seis meses para trabajar la estimulación de habilidades visuo-perceptuales y; 3) evaluación del programa tras la intervención de las variables como post - test. Resultados. Tras las terapias, el 97% de la población tuvo un impacto positivo de +60, el porcentaje de agudeza visual inferior se redujo al 0%, incrementó la agudeza visual óptima en OD (43%) y OI (47%), la estereopsis mejoró en un 84% de sujetos, las habilidades visuo-perceptuales fueron aceptables y se mejoró el rendimiento escolar. Conclusiones. Se pudo evidenciar que la estimulación de habilidades visuales a través de terapias específicas, en edades tempranas, es importante y necesaria para evitar problemas futuros en el aprendizaje.
Visual therapy as a treatment of neurophysiological stimulation, allows the development and improvement of visual skills, which have a direct impact on learning and reading. Objective. To evaluate the impact of visual stimulation therapies on the academic performance of children in the first year of elementary school in a private educational unit in Quito-Ecuador. Materials and methods. The research was descriptive, educational intervention modality, with causal and longitudinal explanatory scope. We worked with an intentional sample of 32 students of 5 years of age, both biological sexes, who attended presential classes, did not receive visual therapies and had parental consent. A professional specialist in visual health carried out the research in three phases: 1) diagnostic: measurement of the variables as a pre-test; 2) application of strategies: with the deployment of the program for six months to work on the stimulation of visual-perceptual skills and; 3) evaluation of the program after the intervention of the variables as a post-test. Results. After the therapies, 97% of the population had a positive impact of +60, the percentage of inferior visual acuity was reduced to 0%, optimal visual acuity increased in OD (43%) and OI (47%), stereopsis improved in 84% of subjects, visuo-perceptual skills were acceptable and school performance was improved. Conclusions. It could be evidenced that the stimulation of visual skills through specific therapies, at early ages, is important and necessary to avoid future learning problems.
Visual therapy as a treatment of neurophysiological stimulation, allows the development and improvement of visual skills, which have a direct impact on learning and reading. Objective. To evaluate the impact of visual stimulation therapies on the academic performance of children in the first year of elementary school in a private educational unit in Quito-Ecuador. Materials and methods. The research was descriptive, educational intervention modality, with causal and longitudinal explanatory scope. We worked with an intentional sample of 32 students of 5 years of age, both biological sexes, who attended presential classes, did not receive visual therapies and had parental consent. A professional specialist in visual health carried out the research in three phases: 1) diagnostic: measurement of the variables as a pre-test; 2) application of strategies: with the deployment of the program for six months to work on the stimulation of visual-perceptual skills and; 3) evaluation of the program after the intervention of the variables as a post-test. Results. After the therapies, 97% of the population had a positive impact of +60, the percentage of inferior visual acuity was reduced to 0%, optimal visual acuity increased in OD (43%) and OI (47%), stereopsis improved in 84% of subjects, visuo-perceptual skills were acceptable and school performance was improved. Conclusions. It could be evidenced that the stimulation of visual skills through specific therapies, at early ages, is important and necessary to avoid future learning problems.
Description
Vol. 6, No. 18