Sixty-three school-age children of low socioeconomic status and exposed to adverse environmental factors (malnutrition, familiar distress and low familiar incomes) were submitted to neuropsychological tests to investigate possible cognitive impairments. Classical neuropsychological test battery was employed (Raven test, Bender Gestalt copy of complex figures, draw-a-man Goodenough test). Low intellectual level was found on 30% and 74% showed higher cognitive disorders (visuoperceptual skills and/or perseverations and/or global shapes perception and/or draw-a-man disturbances). These children attended to a school with semi-boarding regimen which receives children under personnel and social adverse factors. School program was enriched with learning activity program based on Piaget and psychomotor exercises based on Lambert for at least one year. They also had some other activities, as painting, singing, computer training, English and Spanish classes. Twenty children were newly accepted and 43 attended at school for one, two or three years. We found significant correlations (pchi0.05) between superior intellectual performances, bigger periods of attendance at school and methods for cognitive development. There was no association between other brain cognitive functions examined, the attendance to the teaching programs and the years of permanence at school.
learning disabilities; cognitive disturbances; socioeconomic status; teaching; school children
