all vestibular alterations found had an irritative peripheral origin. There was a statistically significant association between vestibular alteration and poor performance at school.
Introdução: O trabalho, uma necessidade natural, constitui um processo que envolve o homem na sua relaçao com a natureza. No homem a doença apresenta uma adicional dimensão: a social. Objetivo: Este estudo pretendeu determinar o índice de ocorrência de perdas auditivas em trabalhadores no processo admissional em empresas da região de Campinas/SP. Forma de estudo: Retroscpectivo clínico. Material e método,s: A amostra foi constituída de 3.117 prontuários de candidatos aos empregos oferecidos nas indústrias de diferentes ramos na região. As empresas selecionadas foram heterogêneas e caracterizaram-se como ambientes predominantemente insalubres. A fim de levantar o traçado audiométrico dos trabalhadores, foram analisados os resultados audiométricos por via aérea e via óssea. Resultados: Os resultados indicam que 80,4% dos trabalhadores apresentaram audição dentro dos padrões de normalidade e 19,6% apresentaram alteração audiométrica. Dos trabalhadores acusando alteração audiométrica, 5,7% apresentaram perda auditiva condutiva; 65,7%, perda auditiva neurossensorial; 0,7%, perda auditiva mista, quando analisamos apenas a orelha direita; 7,9%, perda auditiva condutiva; 79,7%, perda auditiva neurossensorial; e 1,1%, perda auditiva mista, quando analisamos apenas a orelha esquerda. Conclusão: Ressaltamos a importância do trabalho fonoaudiológico quanto à implantação de programas de prevenção de perdas auditivas, proporcionando o ingresso do trabalhador ao mercado de trabalho sem maiores atribulações.
Learni ng 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: eightyeight 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.
Segundo a literatura, a disfunção vestibular infantil pode afetar consideravelmente a habilidade de comunicação e o desempenho escolar. OBJETIVO: Estudar a função vestibular em crianças com dificuldades escolares e suas queixas vestibulares. ESTUDO DE CASO: Estudo Clínico com coorte transversal. MATERIAL E MÉTODOS: Foram estudadas 50 crianças entre 7 e 12 anos, que freqüentavam escolas públicas de Piracicaba durante os anos de 2004 e 2005. Os procedimentos foram: anamnese; exame otorrinolaringológico; exame audiológico e avaliação vestibular. RESULTADOS: Das crianças avaliadas, 62,0% não relataram dificuldades escolares e 38,0% referiram ter dificuldades. A queixa geral mais comum foi de tontura (36,0%), e o sintoma mais comum no ambiente escolar foi de cefaléia (50,0%). Encontramos 74,2% de exame vestibular normal nas crianças sem dificuldades escolares e 31,6% de normalidade nas crianças com dificuldades. Encontramos alterações vestibulares de origem periférica irritativa tanto unilateral como bilateral, num total de 68,4% para as crianças com dificuldades escolares e um total de 25,8% para crianças sem dificuldades escolares. CONCLUSÃO: A queixa de atordoamento, o sintoma de náuseas e as dificuldades em ler e copiar apresentaram uma relação estatisticamente significante. Todas as alterações vestibulares encontradas foram de origem periférica irritativa. Os dados revelaram uma relação estatisticamente significante.
OBJETIVO: Estudar os sintomas vestibulares em crianças com queixas de dificuldades escolares. MÉTODOS: Foram estudadas 88 crianças entre sete e 12 anos, que freqüentavam escolas públicas da cidade de Piracicaba no período de 2004 a 2006. Os procedimentos utilizados foram: a anamnese; exame otorrinolaringológico; exame audiológico e questionário dirigido utilizado como instrumento de coleta de dados. RESULTADOS: Das crianças avaliadas 51% não relataram dificuldades escolares e 49% referiram ter dificuldades escolares. A queixa referida mais comum foi a de vertigem (22,7%), e os sintomas referidos mais comuns no ambiente escolar foram de ansiedade (95,5%) e cefaléia (53,4%), as dificuldades escolares mais citadas foram a de ler (56,8%) e a de copiar (43,2%). CONCLUSÕES: A queixa de tontura e as dificuldades em ler e copiar apresentaram relação estatisticamente significante nas crianças com queixas de dificuldades escolares.
Summary Introduction: With the technological advances and the changes in the productive processes, the workers are displayed the different physical and chemical agents in its labor environment. The toluene is solvent an organic gift in glues, inks, oils, amongst others. Objective: To compare solvent the literary findings that evidence that diligent displayed simultaneously the noise and they have greater probability to develop an auditory loss of peripheral origin. Method: Revision of literature regarding the occupational auditory loss in displayed workers the noise and toluene. Results: The isolated exposition to the toluene also can unchain an alteration of the auditory thresholds. These audiometric findings, for ototoxicity the exposition to the toluene, present similar audiograms to the one for exposition to the noise, what it becomes difficult to differentiate a audiometric result of agreed exposition - noise and toluene - and exposition only to the noise. Conclusion: The majority of the studies was projected to generate hypotheses and would have to be considered as preliminary steps of an additional research. Until today the agents in the environment of work and its effect they have been studied in isolated way and the limits of tolerance of these, do not consider the agreed expositions. Considering that the workers are displayed the multiples agent and that the auditory loss is irreversible, the implemented tests must be more complete and all the workers must be part of the program of auditory prevention exactly displayed the low doses of the recommended limit of exposition.
Dizziness, nausea, reading and copying difficulties presented a statistically significant relationship between the studied variables. All found vestibular alterations had been of peripheral irritative origin. Data showed a statistically significant relationship among variables.
Objective: to describe and compare the results of ocular (saccadic, screening, and optokinetic) tests of vectoelectronystagmography among the groups with dyslexia, learning disorder and control. Methods: 28 male and female students aged 8 to 11 years participated in this study. They were divided into three groups: Group I, 10 students with dyslexia, Group II, 9 students with learning disorders and Group III, 9 students with no learning disorders. In this research, digital vectoelectronystagmography - ocular test - was performed. Results: saccadic movement, optokinetic nystagmus, and pendular tracking tests were found to show subtle differences among the three groups. Comparing the saccadic eye movements and the optokinetic nystagmus tests, it was observed that the movement in the left eye was slower for Group I, and even slower for Group II. It was also observed that GI and GII were slower for the pendular tracking of luminous stimulus in relation to the control group. Conclusion: in general, there are differences among the groups in the vectoelectronystagmography, which indicated slower tracking and vestibulo-ocular reflex in children with dyslexia and learning disorders.
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