Rendimiento motor en alumnado con discapacidad auditiva: síntesis de evidencia y propuesta de un modelo multicausal para la práctica docente
DOI:
https://doi.org/10.17398/0213-9529.44.1.46Palabras clave:
discapacidad auditiva, rendimiento motor, implante coclear, desarrollo vestibular, inclusión educativaResumen
La discapacidad auditiva (DA) en escolares limita el acceso a la información sonora, lo que puede obstaculizar el desarrollo del lenguaje y la comunicación, afectar a la interacción social y al desarrollo socioemocional, y asociarse a dificultades como aislamiento o baja autoestima. Además, se han descrito déficits relativamente consistentes en el equilibrio y una mayor heterogeneidad en la coordinación visomotora, con posibles consecuencias sobre la participación en la actividad física y la adquisición de hábitos saludables. El objetivo de este artículo es sintetizar la evidencia científica disponible sobre DA y rendimiento motor en edad escolar y proponer un modelo conceptual que explique la variabilidad de resultados y oriente la práctica docente en Educación Física. Con este fin, se realiza una revisión integradora de la literatura y se presenta un modelo multicausal del rendimiento motor en alumnado con DA. El modelo articula tres vías (biológica-vestibular, sensorial/feedback y contextual/participación) que convergen sobre el rendimiento motor y cuatro moderadores (etiología/daño, edad de diagnóstico o implantación y rehabilitación, lengua/modalidad comunicativa, y tipo de escolarización y apoyos) que modulan la magnitud y dirección de los efectos. La aportación principal es ofrecer un marco explicativo que evita lecturas monofactoriales y permite derivar criterios para la evaluación del rendimiento motor y recomendaciones de intervención escolar ajustadas a perfiles clínicos y educativos diversos.
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