Teacher training for the detection and care of neurosensory disorders in early childhood education
Abstract
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. The results 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. In conclusion, 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.
Downloads
-
Abstract0
-
pdf (Español (España))0
References
Ambrosino, C., Dai, X., Antonio, B., & Collins, M. E. (2023). Pediatric and School-Age Vision Screening in the United States: Rationale, Components, and Future Directions. Children, 10(3), 490. https://doi.org/10.3390/children10030490
Bricker, D., Felimban, H., Lin, F., Stegenga, S., & Storie, S. (2020). A Proposed Framework for Enhancing Collaboration in Early Intervention/Early Childhood Special Education. Topics in Early Childhood Special Education, 41(4), 240-252. https://doi.org/10.1177/0271121419890683
Dolón, M., Gabaldón, A., Berrezueta, S., López, D., Martín, M., & De la Cruz, I. (2025). Enhancing Early Language Disorder Detection in Preschools: Evaluation and Future Directions for the Gades Platform. JMIR Hum Factor, 12. https://humanfactors.jmir.org/2025/1/e60424
Esakki, B., Kandasamy, S., Mahadevan, R., Subbiah, P., Jayaraman, Y., Gopal, M., et al. (2023). Methodology for the early identification of neurodevelopmental disorders in the primary and preschool children in rural India by applying intervention module developed for teachers. Journal of Neurosciences in Rural Practice, 14(1), 165-169. https://ruralneuropractice.com/methodology-for-the-early-identification-of-neurodevelopmental-disorders-in-the-primary-and-preschool-children-in-rural-india-by-applying-intervention-module-developed-for-teachers/
Figueroa, I., & Fica, E. (2025). Desarrollo profesional docente en educación infantil desde la investigación-acción. Alteridad, 20(1). https://doi.org/10.17163/alt.v20n1.2025.07
Gustafsson, B., Steinwall, S. & Korhonen, L. (2022). Multi-professional and multi-agency model PLUSS to facilitate early detection and support of pre-school children with neurodevelopmental difficulties – a model description. BMC Health Serv Re, 22(419). https://doi.org/10.1186/s12913-022-07815-8
Hernandez, A., Michael, O., Canning, G., Joshi, M., Osuna, A., & Locke, J. (2023). Educators’ experiences and reflections on the implementation of evidence-based practices for autistic students in public schools during the COVID-19 pandemic. Implementation Research and Practice, 4. https://doi.org/10.1177/26334895231189197
Hernández, R., Fernández, C., & Baptista, P. (2014). Metodología de la investigación (6.ª ed.). México D.F.: McGraw-Hill Education.
Organización Mundial de la Salud (WHO). (2025). Vision and hearing screening for school-age children: implementation handbook. OMS. https://www.who.int/publications/i/item/9789240105201
Peregrina, P., & Gallardo, C. (2023). The Neuroeducation Training of Students in the Degrees of Early Childhood and Primary Education: A Content Analysis of Public Universities in Andalusia. Education Sciences, 13(10), 1006. https://doi.org/10.3390/educsci13101006
Los artículos que se publican en esta revista están sujetos a los siguientes términos:
1. El Departamento de Métodos de Investigación y Diagnóstico en Educación de la Universidad de Murcia (España), junto con el Servicio de Publicaciones de la Universitdad de Murcia (Editum) son los editores de la revista REIFOP y conserva los derechos patrimoniales (copyright) de los artículos publicados, permitiendo la reutilización de las mismos bajo la licencia de uso indicada en el punto 2.
2. Las obras se publican en la edición electrónica de la revista bajo una licencia Creative Commons Reconocimiento-NoComercial-SinObraDerivada 3.0 España (texto legal). Se pueden copiar, usar, difundir, transmitir y exponer públicamente, siempre que: i) se cite la autoría y la fuente original de su publicación (revista, editores y URL de la obra); ii) no se usen para fines comerciales; iii) se mencione la existencia y especificaciones de esta licencia de uso.
3. Condiciones de auto-archivo. Se permite y se anima a los autores a difundir electrónicamente las versiones pre-print (versión antes de ser evaluada) y/o post-print (versión evaluada y aceptada para su publicación) de sus obras antes de su publicación, ya que favorece su circulación y difusión más temprana y con ello un posible aumento en su citación y alcance entre la comunidad académica. Color RoMEO: verde.
