Visual Perception of the Children with Plexus Brachialis Damage - Assessment and Treatment

By Kljajikj, Dragana M.; Trgovchevikj, Sanja M. et al. | The Journal of Special Education and Rehabilitation, January 1, 2012 | Go to article overview

Visual Perception of the Children with Plexus Brachialis Damage - Assessment and Treatment


Kljajikj, Dragana M., Trgovchevikj, Sanja M., Nikikj, Radmila M., The Journal of Special Education and Rehabilitation


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Dragana M. KLJAJIKJ1,

Sanja M. TRGOVCHEVIKJ2,

Radmila M. NIKIKJ3

1 Medical High school for specialty studies, Kjuprija, Serbia

2 Faculty of Political Sciences, University of Belgrade, Serbia

3 Faculty of Special Education and Rehabilitation, University of Belgrade, Serbia

Recived: 23.11.2011

Accepted: 08.12.2011

Original Article

Corresponding address:

Dragana M. KLJAJIKJ

Bulevar Vojske bb, 35230 Kjuprija, Republic of Serbia

e-mail: draganakljajic76@gmail.com

tel: +381 35401140, mob: +381 65 8146 218

Abstract

Interpersonal communication, psychosocial and mental development of personality and its all other functions take place through the motor control. The most common neurological syndrome is a type of peripheral paresis/paralysis of plexus bracialis, which in most cases occurs at birth and significantly compromises the growth and development of the upper extremities and affects the psychomotor performance. The aim of this study was to evaluate the level of visual perception in children with lesion of plexus brachialis and the effect of the somatopedic treatment over the level of increase of the visual perception. The study sample was consisted of 60 preschool children accommodated at the Rehabilitation Centre "Dr. Miroslav Zotovic" in Belgrade (experimental group) and examiners that followed regular checkups and had discontinuity in their therapy (control group). For the research purposes, we used The Test for Visual Perception Assessment. By analyzing the results, we concluded that in both, in the first and the second measuring there was a statistically significant correlation between the experimental and the control groups (I measuring: p<0.001, r = 0.408; II measuring: p <0.001, r = 0.593).

Key words: plexus brachialis, visual perception, somatopedic treatment

Introduction

During the first years of life children are getting their first experience through the motor activity and establish contacts and communication with the objective world and the social environment. That activity leads to mental organization of the child (1). In the second year of life the child through satisfying its tremendous need for mobility, conquering space as well as learning about the objects in the environment and manipulating them, experiences the joy of motor play through scribbling, noticing that some of those objects leave traces behind. The child holds the pencil with the whole hand and moves it sharply and energetically, by using the whole arm and body as well, without the intention to show something, or to scribble. First, as a type of pattern, both the vertical and horizontal lines are appearing to be often intersect, then bundles of crossed lines can be seen, and that is often caused by hitting the surface with the pencil. The Circle which the child uses as a symbol for drawing the head or an apple originated in the stage of scrabbling as a sensory-motor scheme (2, 3). For a child to draw shapes it is necessary to gain enough physical control over the pencil, so that it could force the pencil to produce exactly the shapes that are wanted. Also, a child should understand what it means to "copy" a drawing i.e. that it is required to reproduce the model and that its drawing should look the same as the model (4). During the age of four, perception of objects is characterized by coalescence impression. A child does not notice the main parts that constitute the whole, as well as the special features of the whole. Of all the features of the object, the most important is the form (it is perceived at first) and then the size. In the third year of life observation is developed by comparing, and in the fourth year it is not yet separated from comparing. Item form meets practical operation: touch, rub, manipulation (2). The ability to copy, even some very simple geometric forms is very complex. …

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