<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2604-1227</journal-id>
<journal-title><![CDATA[Revista mexicana de oftalmología]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. mex. oftalmol]]></abbrev-journal-title>
<issn>2604-1227</issn>
<publisher>
<publisher-name><![CDATA[Sociedad Mexicana de Oftalmología A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2604-12272022000100003</article-id>
<article-id pub-id-type="doi">10.24875/rmo.m21000209</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Errores de refracción y alteraciones acomodativas en niños con dificultades en el aprendizaje]]></article-title>
<article-title xml:lang="en"><![CDATA[Refractive errors and accommodative insufficiency in children with learning difficulties]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rangel-Padilla]]></surname>
<given-names><![CDATA[Andrea]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Paéz-Garza]]></surname>
<given-names><![CDATA[Juan H.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Royero-Alemán]]></surname>
<given-names><![CDATA[Antonella]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rosa-Pacheco]]></surname>
<given-names><![CDATA[Sylvia De la]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez-Neira]]></surname>
<given-names><![CDATA[María T.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Tecnológico y de Estudios Superiores de Monterrey Escuela de Medicina y Ciencias de la Salud ]]></institution>
<addr-line><![CDATA[Monterrey Nuevo León]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>02</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>02</month>
<year>2022</year>
</pub-date>
<volume>96</volume>
<numero>1</numero>
<fpage>3</fpage>
<lpage>8</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2604-12272022000100003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2604-12272022000100003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2604-12272022000100003&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción: Las dificultades en el aprendizaje se consideran la primera causa de fracaso escolar. Se requiere un abordaje multidisciplinario para su diagnóstico y tratamiento. Dentro de la batería de estudios se encuentra la valoración oftalmológica con el objetivo de descartar algún problema asociado que pueda interferir en el proceso de aprendizaje. Existe información limitada sobre el estado visual de los pacientes con dificultades de aprendizaje en nuestra población, por lo que es de importancia evaluar las alteraciones oftalmológicas que con más frecuencia se encuentran.  Objetivo: Describir las alteraciones oftalmológicas encontradas en niños con dificultades de aprendizaje referidos para evaluación oftalmológica.  Método: Estudio transversal observacional en el que se incluyeron 69 pacientes de 5 a 16 años, referidos desde una institución de educación que brinda apoyo a niños con dificultades de aprendizaje para valoración oftalmológica, en el período comprendido de enero de 2018 a enero de 2019. De los expedientes clínicos se tomaron las siguientes variables: sexo, edad, agudeza visual, alineación ocular, fusión sensorial, estereoagudeza, punto próximo de convergencia, visión de colores, amplitudes acomodativas, refracción ciclopléjica, biomicroscopía, fundoscopía y diagnóstico.  Resultados: Se analizaron datos de 69 pacientes con un promedio de edad de 9.3 años (± 3.5), de los que 51 eran de sexo masculino. Presentaron alguna alteración oftalmológica 38 pacientes, encontrando errores de refracción en 22, insuficiencia acomodativa en 10 e insuficiencia de convergencia en 10. Otras alteraciones encontradas en menor proporción fueron estrabismo, ambliopía, conjuntivitis alérgica y daltonismo.  Conclusiones: En los niños con dificultades escolares consideramos importante realizar una exploración oftalmológica exhaustiva que incluya las vergencias y la acomodación con el fin de identificar factores visuales que pudieran interferir en el proceso de aprendizaje.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Background: The first cause of school failure is learning disabilities. Diagnosis and treatment require a multidisciplinary approach in which it is important to rule out any ophthalmological condition that can interfere with the learning process. There is no data about it in Mexican population; therefore, it is important to evaluate the most common visual defects.  Purpose: To describe ophthalmological findings in children with learning difficulties.  Method: The following data was retrieved from a retrospective review of the medical records of children aged 5 to 16 years with learning difficulties who underwent through ophthalmic examination from January 2018 through January 2019. The records include the following variables: age, gender, visual acuity, ocular alignment, fusion, stereoacuity, near point of convergence, color vision, accommodative amplitude, cycloplegic refraction, slit lamp, fundus exam, and diagnosis.  Results: Data of 69 children were included, their mean age was 9.3 years (± 3.5), 51 were men. Of the 69 children, 38 had an ophthalmic finding: 22 patients presented significant refractive error, 10 patients had accommodative insufficiency, 10 patients showed convergence insufficiency. Other diagnoses found were strabismus, amblyopia, allergic conjunctivitis, and color blindness.  Conclusions: It is advisable that every child with learning difficulties should go for an exhaustive eye exam including accommodation and vergence tests to rule out any visual defects that can interfere with learning.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Errores refractivos]]></kwd>
<kwd lng="es"><![CDATA[Insuficiencia acomodativa]]></kwd>
<kwd lng="es"><![CDATA[Dificultades de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Niños]]></kwd>
<kwd lng="en"><![CDATA[Refractive errors]]></kwd>
<kwd lng="en"><![CDATA[Accommodative Insufficiency]]></kwd>
<kwd lng="en"><![CDATA[Learning disabilities]]></kwd>
<kwd lng="en"><![CDATA[Children]]></kwd>
</kwd-group>
</article-meta>
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