Examinando por Materia "Bilateral Integration"

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    Practica IV: Colegio padre Luis variara técnicas grafoplasticas creativas en acción rítmica y cruce de información lineal para la adquisición de la integración bilateral simétrica en los escolares del grado pre-jardín y jardín del colegio padre Luis variara
    (Cúcuta, Universidad de Santander, 2019, 2019-11-26) Valencia Ortega, Jossfrey Yajandra; Ortiz Carrascal, Yoryany.; Contreras Rangel, Jael.
    Practice IV aims to design two therapeutic intervention programs for the educational institution Colegio Padre Luis Variara, this is executed during the year 2019, in which in the period A-2019 characterization process is carried out in the practice scenario to then carry out the assembly of the same which is executed in the period B-2019; This is done in order to contribute significantly to the research processes of the Occupational Therapy program in the area of regular education. The first intervention program entitled “Creative plastic graphic techniques in rhythmic action and crossing of linear information, in the acquisition of symmetric bilateral integration, in the pre-garden and garden schoolchildren of the Father Luis Variara School”; The DeGangi-Berk Sensory Integration Test was used as an assessment method, through which it was intended to evaluate the general sensory information (Symmetric bilateral integration and reflex integration), considering that they have direct influence with the body adjustment in relation to the position of head; At the end of the interventions, it was concluded that through the implementation of the grafoplastic folding technique, 37% favored the integration of the asymmetric nuchal tonic reflex in schoolchildren. For the second program entitled “Creative atmospheres and gymnastic activities of manual digit construction in sequence of projected action, in the transitional schoolchildren of the Father Luis Variara College”, the Gesture Imitation Test was used as an assessment method, which has as an objective the evaluation of the child's ability to mimic hand and hand gestures as performed by the examiner; At the end of the interventions it was concluded that when innovation is implemented in a material, this generates motivation and curiosity leading to meaningful learning.