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This temperature was established after verifying the standards studied in research projects which found this to be the ideal temperature because it benefits all types of patients, including children with associated illnesses (breathing, circulatory and/or neurological disorders) where temperatures which are very much higher or lower than this would probably not lead to improvement. Furthermore, the physical and chemical (mechanical) properties of the water are used, such as floating, viscosity, hydrostatic (HP) pressure, hydrostatic buoyancy (HB) and turbulences, together with specific techniques, to obtain both physiological and psychological benefits.<a class="elsevierStyleCrossRef" href="#bib0005"><span class="elsevierStyleSup">1</span></a></p><p id="par0010" class="elsevierStylePara elsevierViewall">HP and HB lead to a series of physiological effects on the body, depending on the level of immersion. Among these effects are: an increase in venous and lymphatic return in the cardiovascular system; an increase in diuresis due to greater blood volume towards the heart and the kidneys in the renal system, an increase in ventilatory effort and a reduction of the respiratory system, an improvement in muscle tone and sensitivity in the neuromuscular system and an increase in the joint range and reduction in muscle overload in the musculoskeletal system. These benefits occur due to the direct relationship between immersion and pressure, where greater depth means greater pressure and immersion and buoyancy, which provide opportunities for floatation movements, rising or descending depending at what depth the body is.</p><p id="par0015" class="elsevierStylePara elsevierViewall">It is important to highlight that the activity in the water provides the disabled child with psychological benefits, providing them with the possibility to interact and participate in general activities relating to learning, thus improving their self-esteem, self-confidence, and capacity to improve their self-development.</p><p id="par0020" class="elsevierStylePara elsevierViewall">This medium, thanks to its characteristics, allows for greater movement, floatation, weightlessness, poise when exercising skills which on dry land are complicated or impossible, a reduction in pressure of performance and fear of failing and even the ability to relate to others. It therefore constitutes a unique and motivating space which responds to these children’s’ needs and demands.<a class="elsevierStyleCrossRef" href="#bib0010"><span class="elsevierStyleSup">2</span></a></p><p id="par0025" class="elsevierStylePara elsevierViewall">The benefits of this intervention are essentially recorded for children with infantile cerebral palsy (ICP),<a class="elsevierStyleCrossRef" href="#bib0015"><span class="elsevierStyleSup">3</span></a> who not only improve their motor skills level, but also their personal level as they are able to carry out basic and/or complex tasks.</p><p id="par0030" class="elsevierStylePara elsevierViewall">However, and according to the existing literature, there are children with other conditions who have been seen to improve physically, psychologically and socially with this treatment in an aquatic environment. Among them we would highlight general development disorders (DD), Down’s syndrome, neuromuscular disorders, acquired brain damage, autism, epilepsy, Rett syndrome, malformations, myelomeningocele and juvenile idiopathic arthritis.<a class="elsevierStyleCrossRef" href="#bib0020"><span class="elsevierStyleSup">4</span></a></p><p id="par0035" class="elsevierStylePara elsevierViewall">Regarding the theoretical framework, we would indicate that, following assessment of articles, we observed that the discipline of physiotherapy in the aquatic medium is the most fully studied by professionals and has demonstrated its usefulness for treatment in children. This is followed to a lesser extent by occupational therapy, also present in the aquatic medium. There are several articles which also talk of the educational area in this medium, where, when taking advantage of the environment characteristics, disabled children may acquire the same opportunities and rights as others regarding learning.</p><p id="par0040" class="elsevierStylePara elsevierViewall">Thus, on the one hand we observe that therapy in each of these disciplines works for disabled children, providing them with overall benefits when using the aquatic medium as the base of their activity. On the other, there is a lack of articles mentioning a methodology which encompasses treatment of several disciplines at the same time, such as: physiotherapy, occupational therapy, therapeutic pedagogy and speech therapy. A programme has therefore been created for this, which combines education with therapy, where the 4 previously mentioned areas are dealt with, thus enriching and complementing the therapies used on dry land in rehabilitation and education. An improvement in the wellbeing and quality of life of these children is therefore the goal.<a class="elsevierStyleCrossRef" href="#bib0025"><span class="elsevierStyleSup">5</span></a></p><span id="sec0005" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0005">Funding</span><p id="par0045" class="elsevierStylePara elsevierViewall">Fundación LIPOID Stiftung (Subsidy/contract number 018-15) and Community of Madrid income tax support.</p></span></span>" "textoCompletoSecciones" => array:1 [ "secciones" => array:2 [ 0 => array:2 [ "identificador" => "sec0005" "titulo" => "Funding" ] 1 => array:1 [ "titulo" => "References" ] ] ] "pdfFichero" => "main.pdf" "tienePdf" => true "NotaPie" => array:1 [ 0 => array:2 [ "etiqueta" => "☆" "nota" => "<p class="elsevierStyleNotepara" id="npar0005">Please cite this article as: Blanco Barrero R, Navarro Meléndez A. Beneficios de la terapia acuática en niños con discapacidad. Rev Cient Soc Esp Enferm Neurol. 2021;53:41–42.</p>" ] ] "bibliografia" => array:2 [ "titulo" => "References" "seccion" => array:1 [ 0 => array:2 [ "identificador" => "bibs0005" "bibliografiaReferencia" => array:5 [ 0 => array:3 [ "identificador" => "bib0005" "etiqueta" => "1" "referencia" => array:1 [ 0 => array:2 [ "contribucion" => array:1 [ 0 => array:2 [ "titulo" => "Terapia Acuática. Abordajes desde la fisioterapia y la Terapia ocupacional" "autores" => array:1 [ 0 => array:2 [ "etal" => false "autores" => array:3 [ 0 => "M. Alonso Fraile" 1 => "J. Güeita Rodríguez" 2 => "C. Fernández de las Peñas" ] ] ] ] ] "host" => array:1 [ 0 => array:1 [ "Libro" => array:4 [ "edicion" => "1st edition" "fecha" => "2015" "editorial" => "Elseiver" "editorialLocalizacion" => "España" ] ] ] ] ] ] 1 => array:3 [ "identificador" => "bib0010" "etiqueta" => "2" "referencia" => array:1 [ 0 => array:2 [ "contribucion" => array:1 [ 0 => array:2 [ "titulo" => "Influencia de la terapia acuática en niños y jóvenes con parálisis cerebral: un estudio de caso cualitativo en una escuela de educación especial" "autores" => array:1 [ 0 => array:2 [ "etal" => true "autores" => array:6 [ 0 => "E. Muñoz-Blanco" 1 => "J. Merino-Andrés" 2 => "B. Aguilar-Soto" 3 => "Y. Castillo García" 4 => "M. Puente-Villalba" 5 => "J. 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Fragala-Pinkham" ] ] ] ] ] "host" => array:1 [ 0 => array:2 [ "doi" => "10.3109/01942638.2015.1126880" "Revista" => array:6 [ "tituloSerie" => "Phys Occup Ther Pediatr" "fecha" => "2016" "volumen" => "37" "paginaInicial" => "1" "paginaFinal" => "20" "link" => array:1 [ 0 => array:2 [ "url" => "https://www.ncbi.nlm.nih.gov/pubmed/26865220" "web" => "Medline" ] ] ] ] ] ] ] ] 3 => array:3 [ "identificador" => "bib0020" "etiqueta" => "4" "referencia" => array:1 [ 0 => array:2 [ "contribucion" => array:1 [ 0 => array:2 [ "titulo" => "El concepto Halliwick en pediatría" "autores" => array:1 [ 0 => array:2 [ "etal" => false "autores" => array:3 [ 0 => "J. Güeita Rodríguez" 1 => "J. Lambeck" 2 => "C. Jiménez Antona" ] ] ] ] ] "host" => array:1 [ 0 => array:1 [ "LibroEditado" => array:5 [ "editores" => "R.Cano de la Cuerda, S.Collado Vázquez" "titulo" => "Neurorrehabilitación. 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Journal Information
Vol. 53.
Pages 41-42 (January - June 2021)
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