Integración sensorial y desarrollo psicomotor en el síndrome de Down

Abstract

Sensory integration a theory little studied in psychopedagogy, however, covers several aspects related to development at the cognitive and purchasing level of learning, the implication of psychomotor development as an area of study within psychopedagogy gives information about the area and components involved for the execution of movements of the human body, linking these two variables with a girl with Down Syndrome (DS), the question was raised: How is sensory integration and psychomotor development in a case with Down Syndrome? of which we respond from an approach of cognitive neuroscience. Sensory integration is a theory created by Jane Ayres in the 70s, it is a neurological process involved the sensory systems(hearing, taste, sight, smell, touch, proprioception and vestibular) responsible for receiving the information of the stimuli of the context directed to the central nervous system to organize it and subsequently produces cognitive and motor responses, the theory aims to give importance to the reception of sensory systems involved with the brain at the same time responding to the consequences of a brain with neurological damage or lack of development. Psychomotor development is a complex process that gives way thanks to the continuous interaction of the child with his environment, in which a higher level of skills in the motor, cognitive, social and language areas is gradually acquired. Also, the central nervous system is linked, depends on the reception of information to produce a movement, the different components that make it up are the body scheme (tonic-postural control and relaxation, balance, psychomotor coordination and laterality), space-temporal,structuring and respiratory control developed and acquired progressively and considering that the rhythm of evolution is different in each child. This case study is under the qualitative paradigm with descriptive scope, which characterizes the study subject in their daily context, as well as focuses on describing the sensory integration and psychomotor development of a girl with Down Syndrome. The techniques and instruments used in the research were the interview addressed to the mother, the observation guide designed for the study subject, a test that measures sensory reception; questionnaire applied to the girl's mother, and finally a test was applied that evaluates the psychomotor development of the girl. Down Syndrome, known as trisomy 21 is produced by the extra copy of chromosome 21, there fore, the excess of genes attributes the phenotypic characteristics and limitations at the cognitive level, these limitations are reflected in the acquisition of learning. From the gestation period it is known that the girl has deficiencies at the level of neurodevelopment therefore there are bases of the deficit that the girl manifests in her sensory integration according to the theory, in her psychomotor development several components are not developed yet, resulting in a lower age of development not corresponding to her chronological age. Therefore, the results reflect the limitations that a neurodevelopmental disorder (Down Syndrome) entails, however, the link of sensory integration and psychomotor development would depend on one to develop the other, of which it is finally manifested that psychomotor development depends on the sensory system for its execution, as there are difficulties in the Nervous System an incomplete development and a series of difficulties linked to each other are triggered.