buena visión - APOEGAL · anisometropías, condiciones que dificultan el aprendizaje del niño....

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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. La coordinación e integración inadecuada del cuerpo

2. Las posturas incorrectas

3. Los movimientos oculares inadecuados

4. Las destrezas visuales desarrolladas deficientemente

5. 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

19

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

20

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

21

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

22

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

23

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

24

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

25

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

26

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

27

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

28

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

29

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

30

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

31

Referencias

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7. Wunderlich, Ray. Kids, Brain & Learning. St. Petersburg.

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