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Revista Brasileira de Otorrinolaringologia

versão impressa ISSN 0034-7299

Resumo

FRANCO, Eloisa Sartori  e  PANHOCA, Ivone. Vestibular function in children underperforming at school. Rev. Bras. Otorrinolaringol. [online]. 2008, vol.74, n.6, pp.815-825. ISSN 0034-7299.  http://dx.doi.org/10.1590/S0034-72992008000600003.

Learning is a complex, dynamic process, structured from motor and perception skills which, when cortically processed, give birth to cognition. Balance is a fundamental neurological function that helps us maintain proper postures, an essential factor in learning and a sign or neurologic maturity. AIM: this paper aims to study vestibular function in children underperforming at school. STUDY DESIGN: this is a cross-sectional study. MATERIALS AND METHOD: eighty-eight children with ages ranging between 7 and 12 years attending the public schools of Piracicaba from 2004 to 2006 were enrolled. All children were interviewed, submitted to ENT examination, hearing tests, and vestibular examination. RESULTS: fifty-one percent of the participants had no reported difficulties at school, whereas 49.0% were underperforming at school. Under vestibular examination, 73.3% of the children performing well at school had normal findings, whereas 32.6% of the underperforming children had normal test results. Unilateral and bilateral irritative peripheral vestibular alterations were found in 67.4% of the underperformers and in 26.7% of the children not experiencing difficulties at school. CONCLUSION: all vestibular alterations found had an irritative peripheral origin. There was a statistically significant association between vestibular alteration and poor performance at school.

Palavras-chave : learning; labyrinthine disease; vertigo.

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