Resumen La hipoacusia unilateral (HUL) definida como la pĆ©rdida auditiva de cualquier grado en un solo oĆdo tiene prevalencias en edad escolar de 3% a 6%. La etiologĆa es desconocida en la mayorĆa de los casos, pero destacan las anormalidades anatĆ³micas severas a diferencia de las hipoacusias bilaterales, lo que le otorga importancia al estudio de imĆ”genes. TambiĆ©n se recomienda realizar evaluaciĆ³n oftalmolĆ³gica. El impacto de la HUL se observa en la localizaciĆ³n sonora, reconocimiento del habla, desarrollo del lenguaje, desempeƱo social y conducta, pero por sobre todo en el rendimiento acadĆ©mico. En este sentido es relevante mencionar que ademĆ”s de existir mayor probabilidad de repitencia de curso, es necesario mayor apoyo educacional individualizado para evitar dicha repitencia o lograr mismo Ć©xito acadĆ©mico que un normoyente. En relaciĆ³n al diagnĆ³stico aĆŗn faltan normas o protocolos, siendo Ć©ste un desafĆo en las zonas donde no hay screening universal. Se discute la importancia de las encuestas para realizar evaluaciones y seguimiento en estos casos. Finalmente se abordan las estrategias de intervenciĆ³n disponibles, ademĆ”s de un plan individualizado considerando al niƱo, su familia y sus expectativas, particularmente se discuten las caracterĆsticas o factores a tomar en cuenta en el momento de la adaptaciĆ³n, para asĆ lograr un tratamiento tendiente al Ć©xito.
Abstract Unilateral hearing loss (UHL) defined as hearing loss of any degree in only one ear has a school-age prevalence of 3% to 6%. The etiology is unknown in most cases, but severe anatomical abnormalities stand out as opposed to bilateral hearing loss, which gives importance to the study of images. Ophthalmological evaluation is also recommended. The impact of UHL is observed in sound localization, speech recognition, language development, social performance and behavior, but above all in academic performance. In this sense, it is relevant to mention that in additi on to having a higher probability of repeating the course, it is necessary to have more individualized educational support to avoid this repetition or achieve the same academic success as a normal listener. Regarding the diagnosis, there are still missing norms or protocols, this being a challenge in areas where there is no universal screening. The importance of surveys to carry out evaluations and follow-up in these cases is discussed. Finally, the available intervention strategies are discussed, in addition to an individualized plan considering the child, his family and his expectations, particularly, the factors to be taken into account at the time of adaptation, in order to achieve a success treatment.
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