Publication: Formación docente para la detección y atención de alteraciones neuro sensoriales en niños de educación inicial.
Authors
Zambrano Vélez, Wilson A. ; Villao Orellana, Elián J. ; De la O Pozo, Rebeca A. ; Laínez Quinde, Gertrudis A.
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Publisher
Universidad de Murcia. Servicio de Publicaciones
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DOI
https://doi.org/10.6018/reifop.685811
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info:eu-repo/semantics/article
Description
Abstract
El estudio evaluó el impacto de un módulo formativo basado en la neuroeducación y el cribado sensorial en docentes de educación inicial, con el propósito de fortalecer sus competencias para la detección temprana de alteraciones en el desarrollo infantil. Se aplicó un diseño cuasi experimental con grupo control y grupo experimental, conformados por 20 docentes cada uno. El módulo, implementado durante seis semanas, integró contenidos teóricos y prácticos sobre neurodesarrollo, percepción sensorial y estrategias pedagógicas inclusivas. Los resultados evidenciaron un incremento significativo en el rendimiento del grupo experimental, que pasó de un 64.5% a un 90.5% en los niveles de acierto, mientras que el grupo control mostró mejoras marginales. Asimismo, se observó una mayor capacidad para identificar señales tempranas de disfunción sensorial y aplicar estrategias adaptadas en el aula. Se propuso además un protocolo de coordinación entre escuela, familias y servicios especializados basado en los ejes de comunicación, derivación y seguimiento. En conclusión, la integración de la neuroeducación con herramientas de cribado sensorial demostró ser una estrategia eficaz para optimizar la práctica docente y promover una respuesta educativa temprana e inclusiva. Estos hallazgos refuerzan la necesidad de políticas formativas sostenidas en neuroeducación y detección preventiva en el ámbito escolar.
The study evaluated the impact of a training module based on neuroeducation and sensory screening among early childhood education teachers, aiming to strengthen their competencies for the early detection of developmental disorders in children. A quasi-experimental design was applied, with a control group and an experimental group, each consisting of 20 teachers. The six-week module integrated theoretical and practical content on neurodevelopment, sensory perception, and inclusive pedagogical strategies. Theresults showed a significant improvement in the performance of the experimental group, which increased from 64.5% to 90.5% in accuracy levels, while the control group showed only marginal gains. Furthermore, participants demonstrated an enhanced ability to identify early signs of sensory dysfunction and implement adaptive strategies in the classroom. A coordination protocol among schools, families, and specialized services was also proposed, structured around communication, referral, and follow-up axes. Inconclusion, the integration of neuroeducation with sensory screening tools proved to be an effective strategy for optimizing teaching practices and promoting an early and inclusive educational response. These findings highlight the need for sustained training policies in neuroeducation and preventive detection within the school setting.
The study evaluated the impact of a training module based on neuroeducation and sensory screening among early childhood education teachers, aiming to strengthen their competencies for the early detection of developmental disorders in children. A quasi-experimental design was applied, with a control group and an experimental group, each consisting of 20 teachers. The six-week module integrated theoretical and practical content on neurodevelopment, sensory perception, and inclusive pedagogical strategies. Theresults showed a significant improvement in the performance of the experimental group, which increased from 64.5% to 90.5% in accuracy levels, while the control group showed only marginal gains. Furthermore, participants demonstrated an enhanced ability to identify early signs of sensory dysfunction and implement adaptive strategies in the classroom. A coordination protocol among schools, families, and specialized services was also proposed, structured around communication, referral, and follow-up axes. Inconclusion, the integration of neuroeducation with sensory screening tools proved to be an effective strategy for optimizing teaching practices and promoting an early and inclusive educational response. These findings highlight the need for sustained training policies in neuroeducation and preventive detection within the school setting.
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Citation
Revista Electrónica Interuniversitaria de Formación del Profesorado, REIFOP (2026), Vol. 29, Núm. 2, pp. 187-204
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