Deficiencia, discapacidad y minusvalía asociadas a los problemas de voz y audición en profesores colombianos

Deficiencia, discapacidad y minusvalía asociadas a los problemas de voz y audición en profesores colombianos

Objetivos: 1. definir la ocurrencia de problemas de audición y de voz relacionados con el trabajo de docentes que contactaron la Junta Nacional de Evaluación de la Discapacidad de Colombia (NBDA) para su seguimiento; 2. identificar los factores individuales asociados a los problemas de audición y voz entre los profesores; 3. evaluar las limitaciones y restricciones debidas a problemas de audición y voz asociados al trabajo entre los participantes. Métodos: estudio retrospectivo. Se revisó la Base de Datos Nacional de la NBDA colombiana. Se analizó información sobre distribuciones de ocupación, características individuales y código de diagnóstico (CIE-10). Resultados: Los trastornos de comunicación entre los docentes que han contactado a la... Ver más

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Revista de Investigación e Innovación en Ciencias de la Salud

2665-2056

Moreno-Angarita, Marisol

Hunter, Eric J

Cuervo-Diaz, Diana Elizabeth

Cantor-Cutiva, Lady Catherine

FUNDACION UNIVERSITARIA MARIA CANO

10.46634/riics.48

3

2021-08-03

4

21

Colombia

discapacidad de la comunicación

profesor

enseñanza

educación

minusvalía

discapacidad

deficiencia

vocología

discapacidad auditiva

problemas de la voz

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Revista de Investigación e Innovación en Ciencias de la Salud - 2021

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spelling Deficiencia, discapacidad y minusvalía asociadas a los problemas de voz y audición en profesores colombianos
discapacidad de la comunicación
Artículo de revista
profesor
enseñanza
educación
minusvalía
discapacidad
deficiencia
vocología
discapacidad auditiva
problemas de la voz
Deficiencia, discapacidad y minusvalía asociadas a los problemas de voz y audición en profesores colombianos
Objetivos: 1. definir la ocurrencia de problemas de audición y de voz relacionados con el trabajo de docentes que contactaron la Junta Nacional de Evaluación de la Discapacidad de Colombia (NBDA) para su seguimiento; 2. identificar los factores individuales asociados a los problemas de audición y voz entre los profesores; 3. evaluar las limitaciones y restricciones debidas a problemas de audición y voz asociados al trabajo entre los participantes. Métodos: estudio retrospectivo. Se revisó la Base de Datos Nacional de la NBDA colombiana. Se analizó información sobre distribuciones de ocupación, características individuales y código de diagnóstico (CIE-10). Resultados: Los trastornos de comunicación entre los docentes que han contactado a la NBDA colombiana para seguimiento incluyeron problemas de la voz, con una prevalencia del 51%, y problemas de audición, con una prevalencia del 7%. Las profesoras que se han puesto en contacto con la NBDA colombiana para el seguimiento tenían 4 veces más probabilidades de ser identificadas con trastornos de la voz en comparación con sus colegas masculinos. Conclusiones: Si bien los maestros que contactaron a la NBDA colombiana para el seguimiento tienen una alta incidencia de trastornos de la voz, es más probable que los problemas de audición se consideren una condición debilitante. Una posible explicación es que los maestros que se comunicaron con la NBDA colombiana para el seguimiento continuaron trabajando incluso cuando muchos síntomas vocales eran evidentes, mientras que los problemas de audición evitarían que un maestro interactuara con los estudiantes, afectando así el proceso de enseñanza-aprendizaje. Sin embargo, tanto los problemas de voz como de audición, el desempeño laboral y la interacción social se ven afectados y, por lo tanto, la calidad de vida se reduce.
Servilha EAM, Delatti MdA. Noise perception in the workplace and auditory and extra-auditory symptoms referred by university professors. Jornal da Sociedade Brasileira de Fonoaudiologia. 2012;24(3):233-8. Doi: https://doi.org/10.1590/S2179-64912012000300008
Ilomaki I, Leppanen K, Kleemola L, Tyrmi J, Laukkanen A, Vilkman E. Relationships between self-evaluations of voice and working conditions, background factors, and phoniatric findings in female teachers. Logopedics Phoniatrics Vocology. 2009;34(1):20-31. Doi: https://doi.org/10.1080/14015430802042013
De Medeiros A, Barreto S, Assuncao A. Voice disorders (dysphonia) in public school female teachers working in Belo Horizonte: prevalence and associated factors. Journal of Voice. 2008;22(6):676-87. Doi: https://doi.org/10.1016/j.jvoice.2007.03.008
Cantor Cutiva L, Burdorf A. Effects of noise and acoustics in schools on vocal health in teachers. Noise Health. 2015;17(74):17-22. Doi: https://doi.org/10.4103/1463-1741.149569
Hunter EJ, Tanner K, Smith ME. Gender differences affecting vocal health of women in vocally demanding careers. Logopedics Phoniatrics Vocology. 2011;36(3):128-36. Doi: https://doi.org/10.3109/14015439.2011.587447
Mattiske J, Oates J, Greenwood K. Vocal problems among teachers: a review of prevalence, causes, prevention, and treatment. Journal of Voice. 1998;12(4):489-99. Doi: https://doi.org/10.1016/S0892-1997(98)80058-1
Roy N, Merrill R, Thibeault S, Parsa R, Gray S, Smith E. Prevalence of voice disorders in teachers and the general population. Journal of Speech, Language, and Hearing Research. 2004;47(2):281-93. Doi: https://doi.org/10.1044/1092-4388(2004/023)
Penteado RZ, Pereira IMTB. Qualidade de vida e saúde vocal de professores. Revista de Saúde Pública. 2007;41:236-43. Doi: https://doi.org/10.1590/S0034-89102007000200010
Cantor Cutiva LC, Burdorf A. Work-related determinants of voice complaints among school workers: An eleven-month follow-up study. American Journal of Speech-Language Pathology. 2016;25(4):590-7. Doi: https://doi.org/10.1044/2016_AJSLP-14-0191
Grillo MHM, Penteado RZ. Impacto da voz na qualidade de vida de professore(a)s do ensino fundamental. Pró-Fono Revista de Atualização Científica. 2005;17:311-20. Doi: https://doi.org/10.1590/s0104-56872005000300006
Roy N, Merrill R, Thibeault S, Gray S, Smith E. Voice disorders in teachers and the general population: Effects on work performance, attendance, and future career choices. Journal of Speech, Language, and Hearing Research. 2004;47(3):542-51. Doi: https://doi.org/10.1044/1092-4388(2004/042)
Pekkarinen E, Himberg L, Pentti J. Prevalence of vocal symptoms among teachers compared to nurses-a questionnaire study. Scandinavian Journal of Logopedics and Phoniatrics. 1992;17:112-7. Doi: https://doi.org/10.3109/14015439209098721
Fritzell B. Voice disorders and occupations. Log Phon Vocol. 1996;21(1):7-12. Doi: https://doi.org/10.3109/14015439609099197
Preciado-Lopez J, Perez-Fernandez C, Calzada-Uriondo M, Preciado-Ruiz P. Epidemiological study of voice disorders among teaching professionals of La Rioja, Spain. Journal of Voice. 2008;22(4):489-508. Doi: https://doi.org/10.1016/j.jvoice.2006.11.008
Lane H, Tranel B. The Lombard Sign and the Role of Hearing in Speech. Journal of Speech and Hearing Research. 1971;14(4):677-709. Doi: https://doi.org/10.1044/jshr.1404.677
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Cantor Cutiva L, Burdorf A. Medical Costs and Productivity Costs Related to Voice Symptoms in Colombian Teachers. Journal of Voice. 2015;29(6):776.e15-.e22. Doi: https://doi.org/10.1016/j.jvoice.2015.01.005
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Carrillo-Gonzalez, A, Camargo-Mendoza, M, & Cantor-Cutiva, LC.. Relationship between sleep quality and stress with voice functioning among college professors: a systematic review and meta-analysis. Journal of Voice. 2021;35(3):499-e13. Doi: https://doi.org/10.1016/j.jvoice.2019.11.001
World Health Organization (WHO). International classification of impairments, disabilities and handicaps: a manual of classification relating to the consequences of disease. Geneve: World Health Organization; 1980.
disability
Journal article
1
3
vocology
teacher
teaching
education
handicap
impairment
application/pdf
communication disability
hearing impairment
Voice disorders
Moreno-Angarita, Marisol
Hunter, Eric J
Cuervo-Diaz, Diana Elizabeth
Cantor-Cutiva, Lady Catherine
Objectives: 1. define the occurrence of work-related hearing problems and voice disorders among teachers that have contacted the Colombian National Board of Disability Assessment (NBDA) for follow-up; 2. identify individual associated factors of hearing problems and voice disorders among teachers; 3. assess the limitations and restrictions due to hearing problems and voice disorders among these participants. Methods: Retrospective study. The National Database of the Colombian NBDA was reviewed. Information on distributions of occupation, individual characteristics, and diagnosis code (ICD-10) was analyzed. Results: Communication disorders among teachers that have contacted the Colombian NBDA for follow-up included voice disorders, with a prevalence of 51%, and hearing problems, with a prevalence of 7%. Female teachers who have contacted the Colombian NBDA for follow-up were 4 times more likely to be identified as having voice disorders compared with their male colleagues. Conclusions: While teachers that have contacted the Colombian NBDA for follow-up have a high occurrence of voice disorders, hearing problems are more likely to be stated as a debilitating condition. One possible explanation is that teachers who contacted the Colombian NBDA for follow-up continued working even when many voice symptoms were evident, while hearing problems would prevent a teacher from interacting with students, thereby affecting the teaching-learning process sooner. Nevertheless, with both voice and hearing problems, work performance and social interaction is affected, and, therefore, quality of life is reduced.
Cantor Cutiva L, Burdorf A. Factors associated with voice-related quality of life among teachers with voice complaints. Journal of Communication Disorders. 2014;52:134-42. Doi: https://doi.org/10.1016/j.jcomdis.2014.05.003
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American Speech-Language-Hearing Association (ASHA). Definitions of communication disorders and variations. Maryland: American Speech-Language-Hearing Association; 1993. Doi: https://doi.org/10.1044/policy.RP1993-00208
Revista de Investigación e Innovación en Ciencias de la Salud
Yang X, Ge C, Hu B, Chi T, Wang L. Relationship between quality of life and occupational stress among teachers. Public Health. 2009;123(11):750-5. Doi: https://doi.org/10.1016/j.puhe.2009.09.018
Sjödin F, Kjellberg A, Knutsson A, Landström U, Lindberg L. Noise exposure and auditory effects on preschool personnel. Noise Health. 2012;14(57):72-82. Doi: https://doi.org/10.4103/1463-1741.95135
Garcia Martins RH, Mendes Tavares EL, Lima Neto AC, Fioravanti MP. Occupational hearing loss in teachers: a probable diagnosis. Revista Brasileira de Otorrinolaringologia. 2007;73(2):239-44. Doi: https://doi.org/10.1016/S1808-8694(15)31072-7
https://riics.info/index.php/RCMC/article/view/48
Carrillo-González A, Atará-Piraquive ÁP. Vocal health and stress. Revista de Investigación e Innovación en Ciencias de la Salud. 2020;2(2):102-110. Doi: https://doi.org/10.46634/riics.38
Nerrière E, Vercambre M-N, Gilbert F, Kovess-Masféty V. Voice disorders and mental health in teachers: a cross-sectional nationwide study. BMC Public Health. 2009;9(1):370. Doi: https://doi.org/10.1186/1471-2458-9-370
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Simberg S, Santtila P, Soveri A, Varjonen M, Sala E, Sandnabba NK. Exploring genetic and environmental effects in dysphonia: a twin study. Journal of Speech, Language, and Hearing Research. 2009;52(1):153-63. Doi: https://doi.org/10.1044/1092-4388(2008/07-0095)
Fundación Universitaria María Cano
OECD. Education at a Glance 2015: OECD Indicators. Paris: OECD Publishing; 2015.
Cantor Cutiva L, Vogel I, Burdorf A. Voice disorders in teachers and their associations with work-related factors: A systematic review. Journal of Communication Disorders. 2013;46(2):143-55. Doi: https://doi.org/10.1016/j.jcomdis.2013.01.001
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institution FUNDACION UNIVERSITARIA MARIA CANO
thumbnail https://nuevo.metarevistas.org/FUNDACIONUNIVERSITARIAMARIACANO/logo.png
country_str Colombia
collection Revista de Investigación e Innovación en Ciencias de la Salud
title Deficiencia, discapacidad y minusvalía asociadas a los problemas de voz y audición en profesores colombianos
spellingShingle Deficiencia, discapacidad y minusvalía asociadas a los problemas de voz y audición en profesores colombianos
Moreno-Angarita, Marisol
Hunter, Eric J
Cuervo-Diaz, Diana Elizabeth
Cantor-Cutiva, Lady Catherine
discapacidad de la comunicación
profesor
enseñanza
educación
minusvalía
discapacidad
deficiencia
vocología
discapacidad auditiva
problemas de la voz
disability
vocology
teacher
teaching
education
handicap
impairment
communication disability
hearing impairment
Voice disorders
title_short Deficiencia, discapacidad y minusvalía asociadas a los problemas de voz y audición en profesores colombianos
title_full Deficiencia, discapacidad y minusvalía asociadas a los problemas de voz y audición en profesores colombianos
title_fullStr Deficiencia, discapacidad y minusvalía asociadas a los problemas de voz y audición en profesores colombianos
title_full_unstemmed Deficiencia, discapacidad y minusvalía asociadas a los problemas de voz y audición en profesores colombianos
title_sort deficiencia, discapacidad y minusvalía asociadas a los problemas de voz y audición en profesores colombianos
description Objetivos: 1. definir la ocurrencia de problemas de audición y de voz relacionados con el trabajo de docentes que contactaron la Junta Nacional de Evaluación de la Discapacidad de Colombia (NBDA) para su seguimiento; 2. identificar los factores individuales asociados a los problemas de audición y voz entre los profesores; 3. evaluar las limitaciones y restricciones debidas a problemas de audición y voz asociados al trabajo entre los participantes. Métodos: estudio retrospectivo. Se revisó la Base de Datos Nacional de la NBDA colombiana. Se analizó información sobre distribuciones de ocupación, características individuales y código de diagnóstico (CIE-10). Resultados: Los trastornos de comunicación entre los docentes que han contactado a la NBDA colombiana para seguimiento incluyeron problemas de la voz, con una prevalencia del 51%, y problemas de audición, con una prevalencia del 7%. Las profesoras que se han puesto en contacto con la NBDA colombiana para el seguimiento tenían 4 veces más probabilidades de ser identificadas con trastornos de la voz en comparación con sus colegas masculinos. Conclusiones: Si bien los maestros que contactaron a la NBDA colombiana para el seguimiento tienen una alta incidencia de trastornos de la voz, es más probable que los problemas de audición se consideren una condición debilitante. Una posible explicación es que los maestros que se comunicaron con la NBDA colombiana para el seguimiento continuaron trabajando incluso cuando muchos síntomas vocales eran evidentes, mientras que los problemas de audición evitarían que un maestro interactuara con los estudiantes, afectando así el proceso de enseñanza-aprendizaje. Sin embargo, tanto los problemas de voz como de audición, el desempeño laboral y la interacción social se ven afectados y, por lo tanto, la calidad de vida se reduce.
description_eng Objectives: 1. define the occurrence of work-related hearing problems and voice disorders among teachers that have contacted the Colombian National Board of Disability Assessment (NBDA) for follow-up; 2. identify individual associated factors of hearing problems and voice disorders among teachers; 3. assess the limitations and restrictions due to hearing problems and voice disorders among these participants. Methods: Retrospective study. The National Database of the Colombian NBDA was reviewed. Information on distributions of occupation, individual characteristics, and diagnosis code (ICD-10) was analyzed. Results: Communication disorders among teachers that have contacted the Colombian NBDA for follow-up included voice disorders, with a prevalence of 51%, and hearing problems, with a prevalence of 7%. Female teachers who have contacted the Colombian NBDA for follow-up were 4 times more likely to be identified as having voice disorders compared with their male colleagues. Conclusions: While teachers that have contacted the Colombian NBDA for follow-up have a high occurrence of voice disorders, hearing problems are more likely to be stated as a debilitating condition. One possible explanation is that teachers who contacted the Colombian NBDA for follow-up continued working even when many voice symptoms were evident, while hearing problems would prevent a teacher from interacting with students, thereby affecting the teaching-learning process sooner. Nevertheless, with both voice and hearing problems, work performance and social interaction is affected, and, therefore, quality of life is reduced.
author Moreno-Angarita, Marisol
Hunter, Eric J
Cuervo-Diaz, Diana Elizabeth
Cantor-Cutiva, Lady Catherine
author_facet Moreno-Angarita, Marisol
Hunter, Eric J
Cuervo-Diaz, Diana Elizabeth
Cantor-Cutiva, Lady Catherine
topicspa_str_mv discapacidad de la comunicación
profesor
enseñanza
educación
minusvalía
discapacidad
deficiencia
vocología
discapacidad auditiva
problemas de la voz
topic discapacidad de la comunicación
profesor
enseñanza
educación
minusvalía
discapacidad
deficiencia
vocología
discapacidad auditiva
problemas de la voz
disability
vocology
teacher
teaching
education
handicap
impairment
communication disability
hearing impairment
Voice disorders
topic_facet discapacidad de la comunicación
profesor
enseñanza
educación
minusvalía
discapacidad
deficiencia
vocología
discapacidad auditiva
problemas de la voz
disability
vocology
teacher
teaching
education
handicap
impairment
communication disability
hearing impairment
Voice disorders
citationvolume 3
citationissue 1
publisher Fundación Universitaria María Cano
ispartofjournal Revista de Investigación e Innovación en Ciencias de la Salud
source https://riics.info/index.php/RCMC/article/view/48
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Revista de Investigación e Innovación en Ciencias de la Salud - 2021
references_eng Servilha EAM, Delatti MdA. Noise perception in the workplace and auditory and extra-auditory symptoms referred by university professors. Jornal da Sociedade Brasileira de Fonoaudiologia. 2012;24(3):233-8. Doi: https://doi.org/10.1590/S2179-64912012000300008
Ilomaki I, Leppanen K, Kleemola L, Tyrmi J, Laukkanen A, Vilkman E. Relationships between self-evaluations of voice and working conditions, background factors, and phoniatric findings in female teachers. Logopedics Phoniatrics Vocology. 2009;34(1):20-31. Doi: https://doi.org/10.1080/14015430802042013
De Medeiros A, Barreto S, Assuncao A. Voice disorders (dysphonia) in public school female teachers working in Belo Horizonte: prevalence and associated factors. Journal of Voice. 2008;22(6):676-87. Doi: https://doi.org/10.1016/j.jvoice.2007.03.008
Cantor Cutiva L, Burdorf A. Effects of noise and acoustics in schools on vocal health in teachers. Noise Health. 2015;17(74):17-22. Doi: https://doi.org/10.4103/1463-1741.149569
Hunter EJ, Tanner K, Smith ME. Gender differences affecting vocal health of women in vocally demanding careers. Logopedics Phoniatrics Vocology. 2011;36(3):128-36. Doi: https://doi.org/10.3109/14015439.2011.587447
Mattiske J, Oates J, Greenwood K. Vocal problems among teachers: a review of prevalence, causes, prevention, and treatment. Journal of Voice. 1998;12(4):489-99. Doi: https://doi.org/10.1016/S0892-1997(98)80058-1
Roy N, Merrill R, Thibeault S, Parsa R, Gray S, Smith E. Prevalence of voice disorders in teachers and the general population. Journal of Speech, Language, and Hearing Research. 2004;47(2):281-93. Doi: https://doi.org/10.1044/1092-4388(2004/023)
Penteado RZ, Pereira IMTB. Qualidade de vida e saúde vocal de professores. Revista de Saúde Pública. 2007;41:236-43. Doi: https://doi.org/10.1590/S0034-89102007000200010
Cantor Cutiva LC, Burdorf A. Work-related determinants of voice complaints among school workers: An eleven-month follow-up study. American Journal of Speech-Language Pathology. 2016;25(4):590-7. Doi: https://doi.org/10.1044/2016_AJSLP-14-0191
Grillo MHM, Penteado RZ. Impacto da voz na qualidade de vida de professore(a)s do ensino fundamental. Pró-Fono Revista de Atualização Científica. 2005;17:311-20. Doi: https://doi.org/10.1590/s0104-56872005000300006
Roy N, Merrill R, Thibeault S, Gray S, Smith E. Voice disorders in teachers and the general population: Effects on work performance, attendance, and future career choices. Journal of Speech, Language, and Hearing Research. 2004;47(3):542-51. Doi: https://doi.org/10.1044/1092-4388(2004/042)
Pekkarinen E, Himberg L, Pentti J. Prevalence of vocal symptoms among teachers compared to nurses-a questionnaire study. Scandinavian Journal of Logopedics and Phoniatrics. 1992;17:112-7. Doi: https://doi.org/10.3109/14015439209098721
Fritzell B. Voice disorders and occupations. Log Phon Vocol. 1996;21(1):7-12. Doi: https://doi.org/10.3109/14015439609099197
Preciado-Lopez J, Perez-Fernandez C, Calzada-Uriondo M, Preciado-Ruiz P. Epidemiological study of voice disorders among teaching professionals of La Rioja, Spain. Journal of Voice. 2008;22(4):489-508. Doi: https://doi.org/10.1016/j.jvoice.2006.11.008
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