Para las personas que no están especializadas en este

Transcripción

Para las personas que no están especializadas en este tema, una
buena visión es simplemente la capacidad del ser humano para
ver, con nitidez y en detalle, objetos situados a una distancia
lejana. Esta capacidad es lo que suele denominarse como agudeza
visual. Sin embargo, la definición de visión de los seres humanos
es más compleja de lo que parece ya que es el proceso de
información de todos los objetos que se encuentran en nuestro
espacio visual con la finalidad de equilibrarnos con nuestro
entorno. Una buena visión no significa solamente que la persona
tiene una agudeza del 100% sino que es una destreza aprendida
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mientras se desarrolla el niño que le permite obtener información,
identificarla, interpretarla y comprender lo que está viendo.
En la obtención de tal información intervienen procesos motores,
ópticos y sensoriales cuyas funciones se han de desarrollar de
forma coordinada y precisa.
En condiciones normales el proceso de la información visual de
los objetos (visión), depende de su localización en el espacio con
respecto al entorno o en relación con nuestro cuerpo; de la
alineación adecuada de los ejes visuales (convergencia) sobre
cada objeto para fijarlo con la fóvea de ambas retinas; de la
estimulación de puntos y áreas correspondientes entre una retina y
la otra; del análisis del brillo, color y forma de los objetos, y
finalmente, del proceso de unificación o de fusión de las dos
sensaciones procedentes de cada retina, previamente elaboradas.
Los padres de familia deben concienciarse en el hecho de que no
es suficiente, aunque necesario, que sus niños tengan los ojos
estructuralmente sanos, sino que deben estar seguros de que su
sistema visual funciona con el rendimiento adecuado. En otras
palabras, no es suficiente que el niño vea las letras más pequeñas
a una gran distancia, sino que sea capaz de interpretar lo que ve, o
que sea capaz de obtener el significado real de lo que observa.
Al nacer, nuestro organismo parece poseer ciertas capacidades
genéticas dotadas:
1. Una retina intacta y anatómicamente dividida en cuadrantes.
La zona retiniana en donde se obtiene la máxima agudeza
visual, denominada fóvea, es incompleta y no entra en
funcionamiento total hasta las dieciséis semanas de vida.
Por lo tanto la visión de un recién nacido es borrosa y no
puede discriminar los colores.
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2. Los globos oculares son capaces de rotar dentro de sus
órbitas de forma burda, por lo que los movimientos de los
ojos no suelen ser uniformes ni eficaces.
3. La capacidad para cambiar la focalización tampoco está
totalmente desarrollada. Por lo tanto, se tiene que aprender a
localizar los objetos con precisión para obtener el
significado real de los mismos.
Con algo tan importante para sobrevivir como los ojos y la visión,
tendrán que hacerse previsiones para conseguir un desarrollo más
eficaz. Por lo general es lo que suele ocurrir pero también es
posible que por factores ambientales y el empleo inadecuado de
los ojos, el desarrollo de la función visual no llegue a ser
adecuado, con lo que el niño observará menos, verá menos,
recordará menos, aprenderá menos y por lo general llegará a ser
menos eficiente.
La visión depende de un conjunto de habilidades que los seres
humanos no heredan de la información genética sino que tienen
que ser aprendidas. Si la función visual es un proceso que se
aprende, es evidente que puede reducarse recibiendo el niño
terapias visuales optométricas basadas en la fisiología ocular.
Ciertas actividades escolares ponen a prueba el funcionamiento
del sistema visual para elaborar información de símbolos (letras,
números, dibujos, etc.) y objetos que se encuentran situados a
diferentes distancias en su mundo visual espacial. En las aulas de
los colegios de EGB las principales distancias empleadas para
realizar tareas escolares son las del encerado y del pupitre.
Cuando el maestro escribe palabras o números sobre el encerado,
el niño tiene que dirigir adecuadamente cada uno de sus ojos con
la finalidad de centrar los ejes visuales sobre dichos símbolos. En
esta actividad, los ojos deberán realizar con eficacia y
uniformidad movimientos sacádicos y de seguimientos. Estos
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movimientos son necesarios para que el niño pueda leer con
rapidez y comprender lo que lee o lo que escribe. Sirven para
permitir al niño relacionarse visualmente con su entorno. Los
movimientos sacádicos son los cambios de fijación de los ojos
cuando se pasa de un objeto a otro, de una letra a otra, de una
palabra a otra, o como cuando se mira de lejos a cerca y
viceversa. La velocidad y comprensión en la lectura depende
considerablemente de estos movimientos. Un niño de tercer grado
de EGB debe ser capaz de leer 115 palabras por minuto, mientras
que otro del séptimo grado debe leer 215. Si un niño de cuarto
grado no es capaz de leer 160 palabras por minuto, puede
considerarse como lector lento. Los lectores muy lentos por lo
general suelen ejecutar movimientos oculares sacádicos de letra a
letra.
Después de la localización de los símbolos u objetos de interés,
deberá ponerse en marcha el mecanismo de focalización para
obtener la visión nítida de aquéllos.
De esta forma el sistema visual obtiene datos que después de ser
trasmitidos desde la retina de ambos ojos mediante impulsos
eléctricos codificados alcanzan las áreas sensitivas de la
información visual y el niño podrá obtener el significado de lo
que ve, esto es, identificar las palabras u objetos mirados.
Al mismo tiempo que el niño presta atención a las palabras
escritas en el encerado y a lo que escribe en su cuaderno también
deberá ser consciente de los objetos que se encuentran alrededor
de sus tareas escolares para relacionarlos con su propio cuerpo y
poder orientarse con más eficacia.
Durante la realización de las tareas escolares el niño debe
aprender a relacionar la visión con el resto de los otros sentidos.
Entre los sistemas de la visión y de la antigravedad existe una
relación muy importante. Cuando los ojos no se dirigen por igual
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hacia un objeto mientras se lee o se escribe, el resto del cuerpo
queda desequilibrado distorsionándose la percepción visual.
Asimismo, si no se equilibra la postura la coordinación de los dos
ojos se ve afectada y también la percepción.
Causas que pueden producir problemas visuales y oculares
Entre las causas posibles que pueden dar lugar a problemas de los
ojos y visuales se encuentran las siguientes:
1.
2.
3.
4.
5.
La coordinación e integración inadecuada del cuerpo
Las posturas incorrectas
Los movimientos oculares inadecuados
Las destrezas visuales desarrolladas deficientemente
Los factores ambientales
Si los dos lados del cuerpo están pobremente integrados, esta
condición puede producir problemas en la ejecución binocular de
los ojos. La coordinación e integración inadecuadas del cuerpo
pueden producir dificultades en la direccionalidad que se
traducen por confusiones al escribir o leer “b” por “d”, “p” por
“q”, etc. Una integración incompleta de ambas partes del cuerpo
puede dar lugar a problemas de visión binocular y al desarrollo de
anisometropías, condiciones que dificultan el aprendizaje del
niño.
La postura es el esquema básico del movimiento de los ojos y del
que deben desarrollarse otros movimientos. Los ajustes posturales
son básicos y en el organismo son los más rígidos que se
encuentran. Los ajustes posturales tienen dos objetivos. En primer
lugar, a través de la postura conseguimos mantener una
orientación constante con la superficie de la tierra y con el
ambiente que nos rodea. En segundo lugar, los mecanismos
posturales nos permiten responder con rapidez y eficacia a los
efectos de la gravedad. Como resultado de tensiones innecesarias
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y encorvamiento del cuerpo mientras el niño escribe, suelen
desarrollarse problemas visuales además de perder su habilidad de
expresar espontáneamente su potencial de creatividad, y de
aprender a odiar la lectura. Una escritura incorrecta puede ser
producida por problemas de acomodación ocular, dificultades en
la coordinación de las manos con los ojos y a una deficiente
organización espacial. Muchos jóvenes que nunca aprendieron a
escribir con facilidad y que están obligados a realizar esta tarea
por necesidad, suelen manifestar las distorsiones y síntomas
siguientes:
1. Posturas distorsionadas del cuerpo
a. Un hombro más alto que el otro
b. Caderas giradas
c. Una pierna funcionalmente más larga que la otra
2. Dificultades con la orientación espacial
a. Pérdida de la percepción de profundidad
b. Dificultad para utilizar ambos ojos a la vez
c. Problemas de enfoque visual que impide ver nítido
d. La visión de un ojo es peor que la del otro
3. Síntomas subjetivos:
a. Dolor de cabeza
b. Dolores en la nuca y en los hombros
c. Somnolencia
d. Molestias generales
e. Irritación consigo mismo y con sus compañeros
Mientras un niño escribe podemos observar los comportamientos
siguientes:
1. Su cabeza se inclina excesivamente hacia un lado, hacia
la izquierda si es diestro, y hacia la derecha si es zurdo
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2. Su cabeza queda muy cerca del papel, con lo que uno de
sus ojos también quedará excesivamente cerca de la
tarea
3. Su papel queda situado a un lado de la línea media de su
cuerpo. El niño diestro sitúa el papel a la derecha de su
línea media, mientras que el niño zurdo hacia la
izquierda.
4. El niño sostiene el lápiz excesivamente cerca de su punta
La inclinación de la cabeza, el sentarse cerca del papel, el
mantenimiento del papel hacia un lado, y la tensión creada por
esta postura inconveniente es producida por el asimiento
incorrecto del lápiz o del bolígrafo. Cuando el niño sostiene el
lápiz cerca de su punta se ve obligado a inclinar la cabeza y
acercarse excesivamente al papel con el objeto de ver dicho
extremo del lápiz al escribir. Como resultado de tensiones creadas
por posturas desequilibradas, como la inclinación de la cabeza
compulsiva, como cuando se sostiene un lápiz inadecuadamente,
el sistema visual del niño puede reaccionar así:
1. Dejar de utilizar uno de los ojos, produciéndose una
ambliopía u ojo vago
2. Producir una miopía en un solo ojo, con la consecuencia
de una anisometropía (diferente visión entre ambos ojos)
3. Disminuir la eficacia de la visión binocular (empleo de
los dos ojos de forma coordinada)
4. Inducir un astigmatismo de pequeño grado pero
fatigante en visión de cerca al leer prolongadamente
5. Restringir el proceso de elaboración de los datos visuales
6. Desarrollar problemas visuales y oculares combinados
El desarrollo inadecuado de los movimientos oculares (de
fijación, sacádicos y de seguimientos) puede producir muchos
problemas de rendimiento escolar de los niños. Así si los ojos no
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siguen correctamente un objeto en movimiento pueden producirse
durante el acto de la lectura y de la escritura los comportamientos
siguientes:
1. Inversiones de las letras
2. Desorientación. Pérdida del lugar. Se salta líneas del
texto
3. Omisiones de letras, palabras o frases
4. Velocidad lenta en la lectura
5. Relee filas del texto
6. Lee ayudándose del dedo
7. Comprensión pobre de lo que se lee
8. Mal espaciado de las letras
9. Movimiento de la cabeza excesivo
10.
Incapacidad para disociar el movimiento de los ojos
con el movimiento de la cabeza
11.
Coordinación de los ojos con las manos
desorganizada
El rastreo ocular es un proceso que determina dónde estamos
mirando o el movimiento del ojo con respecto de la cabeza.
Durante la lectura se ejecutan movimientos de fijación, sacádicos
y de seguimiento. Cuando leemos nuestros ojos ejecutan saltos
que van de una letra a otra que está distanciada una distancia
equivalente al espacio de al menos 7 letras. Durante la lectura los
ojos no se desplazan de forma continua a lo largo de una fila de
letras sino que lo hacen ejecutando movimientos rápidos cortos
(sacádicos) entremezclados con detenciones cortas (fijación
ocular). El niño cuyos ojos saltan de una letra a la siguiente es un
lector lento. Si los movimientos oculares son irregulares e
imprecisos el niño tendrá problemas de velocidad de la lectura. En
estas condiciones se producirán regresiones innecesarias
(retroceder para releer lo ya leído), movimientos oculares
arrítmicos que disminuyen la fluidez de las fijaciones oculares, y
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rastreos de retorno defectuosos de una fila a otra.
Si los
seguimientos binoculares verticales a lo largo de la línea media
son incorrectos probablemente existan problemas en la
integración de ambos lados del cuerpo. Aunque el aprendizaje se
realiza en el cerebro una electronistagmografía demuestra que los
movimientos oculares que no están coordinados en los niños
tienen dificultades para leer. Sin embargo, experimentos recientes
demuestran que es el grado de comprensión lo que produce el tipo
de movimiento ocular.
Destreza visual es la capacidad para realizar una tarea que
requiere del uso del sistema visual. Es un atributo que representa
un aspecto dado de una función que puede ser visual, ocular, o
extraocular. Las destrezas visuales son funciones viso-motoras y
percepto-motoras que suelen desarrollarse funcionalmente
después del nacimiento, o durante el desarrollo del niño. Es la
capacidad de una persona para seguir un objeto grande y brillante
de lado a lado o de arriba abajo sin saltos, nistagmo o
convergencia, y para discriminar entra varias formas básicas y
colores. Destrezas visuales es un término en el que se incluyen
todos los elementos neuro musculares y perceptuales que juntos
dan lugar a la imagen psíquica denominada eidolon. Las destrezas
visuales no están limitadas a los elementos neuromusculares y
neurosensoriales del ojo y la retina sino que integra estímulos y
respuestas de aspectos sensoriales y funciones neurocognitivas.
Las destrezas visuales implican los esfuerzos combinados de los
ojos, párpados, músculos extraoculares e intraoculares, varios
nervios craneales, vías corticales y subcorticales, conexión del
tronco del encéfalo o tallo cerebral con el cordón espinal, núcleos
subcorticales, audición, cinestesia y propriocepción, y equilibrio.
Los elementos funcionales de las destrezas visuales incluyen los
movimientos de vergencia, coordinación binocular, sacádicos,
seguimientos, acomodación, localización y fijación de los objetos,
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organización espacial, percepción de formas u objetos, memoria
visual, atención visual, y la capacidad para integrar la información
visual con otros estímulos sensoriales.
Entre las destrezas visuales y perceptuales se encuentran:
1. Agudeza visual. Es la capacidad para ver con nitidez objetos
o símbolos que se encuentran a distancias próximas o
lejanas. Es un atributo exclusivamente de la visión central o
foveolar.
2. Binocularidad. Es la capacidad para emplear con
uniformidad, eficacia y simultáneamente ambos ojos a la
vez.
3. Cierre visual. Es la capacidad para identificar un estímulo
visual partiendo de una información visual incompleta.
4. Destrezas perceptomotoras. Es la capacidad para procesar
información visual y utilizarla. Ayudan a planificar,
coordinar y guiar los movimientos de los ojos y del cuerpo.
5. Destrezas visomotoras. Es la capacidad para percibir con
exactitud y luego reproducir figuras. Controlan los
movimientos de los ojos (sacádicos y seguimiento), las
fijaciones oculares, la acomodación (enfoque ocular), y las
vergencias (convergencia y divergencia).
6. Destrezas visual perceptual. Es la capacidad de la mente y
de los ojos para ver algo que objetivamente existe. Entre
ellas se encuentra la capacidad para discriminar
características destacadas en objetos diferentes como la
posición, formas y colores.
7. Discriminación figura-fondo. Es la capacidad para prestar
atención visualmente al estímulo designado y no ser
distraído por el fondo sobre el que se encuentra el estímulo.
Sirve para distinguir un objeto de su fondo.
8. Direccionalidad. Se relaciona con la proyección de la
lateralidad al espacio externo
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9. Discriminación visual. Es la capacidad para discernir
visualmente similitudes y diferencias.
10.
Discriminación perceptual auditiva. Es la capacidad
para discriminar entre pares de palabras diferentes en un
simple fonema
11.
Fijación visual. Es la capacidad para mantener la
mirada sobre un punto del espacio, letra, palabra, u objeto.
Es importante para la lectura.
12.
Flexibilidad acomodativa. Es la capacidad para variar
el enfoque de los objetos observados desde lejos a cerca y
viceversa, sin experimentar visión borrosa. La acomodación
ocular puede estimularse o relajarse con facilidad.
13.
Integración visomotora. Es la capacidad para
combinar estímulos visuales con otros estímulos sensoriales,
como la coordinación de los ojos con las manos y los pies.
La coordinación ojo-mano es importante para la lectura,
mientras que la coordinación ojo-pie es importante para el
equilibrio y la realización de deportes.
14.
Lateralidad. Se relaciona con la concienciación de los
dos lados del cuerpo
15.
Memoria visual. Es la capacidad para almacenar y
recuperar información que se ha obtenido con un estímulo
visual.
16.
Percepción en profundidad. Es la habilidad visual
para ver en tres dimensiones, calcular eficazmente las
distancias, y reaccionar con rapidez.
17.
Percepción visual. Es la capacidad para identificar,
organizar e interpretar estímulos sensoriales recibidos por
una persona a través del sistema visual.
18.
Seguimiento visual. Es la capacidad visual para seguir
eficazmente con los ojos objetos en movimiento de forma
lisa, sin detenciones. Permite terminar una tarea visual con
rapidez
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19.
Visión periférica. Es la habilidad para controlar la
visión de los objetos que se encuentran alrededor de un
objeto particular sobre el que se mantiene la fijación
bifoveal, esto es, para percibir lo que está ocurriendo
alrededor del niño mientras atiende a una tarea visual
central específica.
20.
Visomotor. Capacidad para relacionar estímulos
visuales con respuestas motoras de forma apropiada
21.
Visualización. Es la destreza para formar imágenes
mentales, retener o almacenarlas en nuestra memoria para
futuras demandas, o para sintetizarlas en otras nuevas.
Si las destrezas visuales no se han desarrollado adecuadamente, el
niño suele tener una pobre organización espacial con la que tendrá
problemas en la lectura y dificultades binoculares que dan lugar a
molestias e ineficacia visuales. Si se tiene una binocularidad
inestable, después de la realización
de tareas visuales
prolongadas y concentradas en visión próxima uno de sus ojos
puede localizar un objeto en un plano diferente al de localización
del otro ojo que está observando el mismo objeto. Tales señales
de confusión pueden dar lugar a:
1. Dolores de cabeza, especialmente cerca de los ojos o en la
frente, y a veces en la parte posterior de la cabeza.
2. Diplopía. Momentáneamente se ven dos objetos cuando
sólo existe uno.
3. Rendimiento reducido. Se manifiesta por la desorientación
del niño mientras lee, y por hecho de que siempre que lee
debe repetir la misma línea del texto porque no se acuerda
de lo que ha leído.
4. Fatiga visual e incomodidad. Al terminar las tareas
escolares, el niño experimenta tensión, estrés y dolor del
cuerpo.
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5. Supresión. Puede bloquearse la información que se envía al
cerebro por uno de los ojos para evitar ver doble. Si el
problema visual no es atendido a tiempo por el profesional
sanitario
especializado,
la
condición
empeorará
paulatinamente.
Cuando se trabaja a distancias cortas, como durante el acto de la
lectura y la escritura, el estrés visual que resulta de actividades
visuales compulsivas, concentradas y realizadas a una distancia
menor que la longitud del brazo del niño, puede producir la
mayoría de los problemas antes indicados. El estrés visual puede
dar lugar a las siguientes adaptaciones negativas del sistema
visual:
1. Ver con nitidez y comodidad de cerca pero borroso e
incómodo de lejos.
2. Ver mal de lejos y de cerca
3. Desviar los ojos
4. Tener un ojo vago que no puede mejorar con lentes
5. Ver distorsionados los objetos
6. Fallar la coordinación de la visión con los movimientos del
cuerpo.
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Figura 1. Acercamiento excesivo de una niña al material de escritura. Este
acercamiento excesivamente de los ojos al papel da lugar a un estrés en el mecanismo
de focalización produciendo una hiperacomodación ocular y fatiga del músculo
ciliar. La consecuencia de este comportamiento erróneo puede inducir a la miopía sin
que la niña haya heredado esta condición
Figura 2. Se observa una postura inadecuada de una niña ya que inclina la cabeza
para escribir, dando lugar a que uno de los ojos quede más cerca del papel que el
otro. La consecuencia puede ser una visión distinta entre ambos ojos, pudiendo
inducirse una anisometropía o un astigmatismo
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Figura 3. Se observa un niño adoptando posturas inadecuadas no solamente de los
ojos sino también de la cabeza, manos, y del cuerpo. En estas condiciones pueden
producirse miopías funcionales, anisometropía y ambliopía.
Figura 4. Se observa una niña prácticamente apoyando un lado de la cabeza sobre la
mesa de trabajo escolar. En estas condiciones es muy probable que el ojo izquierdo no
esté proporcionando información al sistema visual y se produzca una ambliopía, esto
es, que el ojo izquierdo se haga vago.
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Figura 5. Se observa que la niña agarra el lápiz muy cerca de la punta. Esta postura
obliga a la niña a inclinar la cabeza hasta que sus ojos puedan ver la punta del lápiz,
pudiendo dar lugar a un acercamiento excesivo de uno de sus ojos al papel.
Consecuentemente, puede producirse un astigmatismo o una visión diferente de uno
de los ojos con respecto al otro.
Figura 6. Se observa que el escolar no solamente tiene sus ojos muy cerca del papel
sino que además el pelo de su cabeza le impide desarrollar su visión periférica,
atributo muy importante para el desarrollo de la integración de todo el cuerpo, para
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responder espontáneamente a las actividades muscular y visual, para el uso efectivo
de los mecanismos de retroacción, para tener libertad en el control del movimiento de
las partes del cuerpo, y para conseguir libertad en los sistemas del lenguaje. La visión
periférica es un atributo de supervivencia.
Higiene visual
Higiene es un término que significa limpieza y en general se
aplica a la conservación de la salud del individuo y prevención de
disfunciones y enfermedades. Conlleva aspectos como aseo,
limpieza, posturas, etc. La higiene puede ser ocular, oral, auditiva,
personal, intestinal, industrial, ocupacional, etc. La higiene
ocular, que no debe confundirse con la higiene visual, son normas
aplicadas a la limpieza de rebordes palpebrales y pestañas para
proteger la parte anterior externa del globo ocular de infecciones,
empleando para ello baños oftálmicos, geles oftálmicos, colirios
oftálmicos, toallitas estériles, etc. En otras palabras, son normas o
recomendaciones para preservar las estructuras de los ojos. En
cambio la higiene visual son hábitos recomendados para preservar
la funcionalidad del sistema visual evitando que se produzcan
distorsiones, aberraciones y disfunciones que pueden impedir la
realización cómoda de tareas visuales a todas las distancias,
especialmente de cerca como durante el acto de la lectura.
Con el objeto de prevenir que se produzcan miopías,
anisometropías, ambliopías y estrabismos, debido a una falta de
coordinación corporal, posturas incorrectas, destrezas visuales
inadecuadas, movimientos oculares imprecisos e irregulares, y a
factores ambientales tales como una iluminación inadecuada del
material de tareas escolares ( o cualquiera que se realice a
distancias próximas) y de su entorno, a nutrición inadecuada, y a
espacios cerrados que delimitan considerablemente la
funcionalidad correcta del sistema visual, tanto los padres de
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familia como los maestros de colegios de EGB deben conocer,
aplicar y recomendar normas de comportamiento que todos los
niños escolares deberán seguir como hábitos para mantener,
conservar y potenciar la funcionalidad óptima del sistema visual.
De este cuidado funcional dependerá el rendimiento no solamente
visual sino intelectual del niño.
La higiene visual es una estrategia que educadores, pediatras,
optometristas y oftalmólogos deberían recomendar a los padres de
familia para evitar que los niños escolares adquieran problemas
visuales. Desde 1975 el autor de este trabajo ha recomendado y
publicado (Higiene visual escolar. Editorial Puntex, Barcelona,
Otoño de 1989) las siguientes normas de comportamiento en la
realización de tareas visuales escolares de cerca:
1. Procurar que la sala de tareas escolares esté bien aireada
y evitar que la temperatura ambiental sea elevada
2. Procurar que la iluminación sobre la tarea escolar sea tres
veces mayor que la iluminación ambiental de la sala o
habitación, la cual nunca deberá estar oscurecida
18
3. Procurar que el material de lectura siempre quede situado
en un plano que forme 20º con respecto al plano de la
mesa o escritorio.
4. Procurar que la mesa de trabajo quede situada para que el
niño trabaje a espacio abierto, lo que se consigue si aquél
queda situado enfrente de una ventana
19
5. Evitar que sobre la mesa de trabajo, además del material
de lectura y escritura utilizados, existan otros objetos
desordenados que impidan realizar las tareas con
comodidad
6. Procurar que la altura de la silla y de la mesa permitan al
niño mantener la planta de ambos pies apoyada totalmente
sobre el suelo, el cuerpo recto, el pecho erguido y los
hombros ligeramente hacia atrás, para que ambos ojos
queden situados a la misma distancia de la tarea
20
7. Evitar que los ojos reciban directamente la luz de las
bombillas de las lámparas empleadas para iluminar la
mesa. Esto se consigue empleando dos lámparas que
cubran las bombillas, una a cada lado del niño,
consiguiéndose así una iluminación uniforme
8. Evitar que el niño escriba de forma que la mano, el brazo
o la cabeza produzcan sombras sobre lo que escribe
21
9. Evitar que el niño gire el tronco e incline la cabeza
mientras escribe o lee. Esto puede dar lugar a
astigmatismos, anisometropías y ambliopías inducidas por
posturas inadecuadas
10.
Evitar que el niño se acerque excesivamente al
material de lectura o escritura, ya que puede dar lugar a
una miopía funcional. La distancia a la que deben quedar
simétricamente situados ambos ojos ha de ser igual a la
22
distancia que existe entre el codo y el nudillo del dedo
medio de uno de sus brazos.
11.
Evitar que el niño agarre el lápiz de forma que los
dedos pulgar, índice y medio queden situados muy cerca
de la punta del lápiz o bolígrafo. Este comportamiento
obligará al niño a inclinar la cabeza para que sus ojos
puedan ver la punta del lápiz, distorsionando la percepción
visual
12.
Evitar que el niño, mientras lee, escribe o presta
atención a lo que otras personas le están hablando, ignore
23
visualmente la presencia de otros objetos que se
encuentran en su mundo visual espacial
a. Si lee, deberá concienciarse de la existencia de todo
el libro y de todos los objetos que se encuentran en la
sala. Si no es así, su mundo visual llegará a ser
pequeño porque no tiene visión periférica
b. Si escribe, deberá concienciarse de la existencia del
lápiz, el papel, la mesa, y de todos los otros objetos
que se encuentran en la sala
24
c. Si está viendo la TV, deberá concienciarse de la
existencia no solamente de la pantalla, sino de todo
el televisor y de todos los demás objetos que se
encuentran en la sala
13.
Evitar que el niño realice tareas escolares
prolongadamente por más de 30 minutos sin descansar 5
minutos. No realizar descansos periódicos producirá la
pérdida de la atención del niño y el rendimiento será bajo
25
14.
Evitar que cuando el niño lea lo haga moviendo la
cabeza. Los ojos son los únicos que deben ejecutar
movimientos sacádicos con regularidad y eficacia
15.
Evitar que el niño vea la TV con la sala oscurecida
26
16.
Evitar que la luz ambiental produzca reflejos sobre la
pantalla del TV
17.
Evitar que el niño vea la TV más de 2 horas ya que
esta actividad puede reducir su capacidad para pensar y
crear
27
18.
Evitar que el niño vea la TV acostado sobre el sofá o
sobre el suelo
19.
Evitar que el niño lea acostado en la cama
28
20.
Procurar que la nutrición del niño sea adecuada,
siguiendo las recomendaciones del especialista. Según
muchos investigadores parece ser que el glaucoma y la
catarata están relacionados con las vitaminas, minerales y
proteínas deficientes
29
21.
Procurar que los ojos del niño ejecuten adecuados
movimientos de fijación y de seguimientos, así como tener
una excelente flexibilidad para enfocar a múltiples
distancias de forma rápida y con comodidad
22.
Procurar que el niño tenga relajado diariamente su
cuerpo
30
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