Titulo:
Deficiencia, discapacidad y minusvalía asociadas a los problemas de voz y audición en profesores colombianos
.
Sumario:
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 - 2021
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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 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. 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, Lady Catherine Cuervo-Diaz, Diana Elizabeth Hunter, Eric J Moreno-Angarita, Marisol problemas de la voz discapacidad auditiva discapacidad de la comunicación deficiencia discapacidad minusvalía educación enseñanza profesor vocología Voice disorders hearing impairment communication disability impairment disability handicap education teaching teacher vocology 3 1 Artículo de revista Journal article 2021-08-03T17:53:15Z 2021-08-03T17:53:15Z 2021-08-03 application/pdf application/xml Fundación Universitaria María Cano Revista de Investigación e Innovación en Ciencias de la Salud 2665-2056 https://riics.info/index.php/RCMC/article/view/48 10.46634/riics.48 https://doi.org/10.46634/riics.48 eng https://creativecommons.org/licenses/by-nc-sa/4.0/ Revista de Investigación e Innovación en Ciencias de la Salud - 2021 4 21 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 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 OECD. Education at a Glance 2015: OECD Indicators. Paris: OECD Publishing; 2015. 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) 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 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 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 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 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 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 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 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. Presidencia de la República de Colombia. Decree 1295 of 1994 (Decreto 1295 de 1994). In: Ministerio de Trabajo y Seguridad Social, editor. Bogotá D.C.; 1994. Presidencia de la República de Colombia. Decree 1477 of 2014 (Decreto 1477 de 2014). Bogotá D.C.; 2014. Presidencia de la República de Colombia. Decree 917 of 1999 (Decreto 917 de 1999). Bogotá D.C.; 1999. Rondinelli R, Genovese E, Katz R, Mayer T, Mueller K, Ranavaya M. Guides to the evaluation of permanent impairment. Chicago: American Medical Association press; 2009. Doi: https://doi.org/10.1001/978-1-57947-888-9 Maldonado G, Greenland S. Simulation Study of Confounder-Selection Strategies. American Journal of Epidemiology. 1993;138(11):923-36. Doi: https://doi.org/10.1093/oxfordjournals.aje.a116813 Cantor Cutiva L, Fajardo A, Burdorf A. Associations between self-perceived voice disorders in teachers, perceptual assessment by speech-language pathologists, and instrumental analysis. International Journal of Speech-Language Pathology. 2016;18(6):550-9. Doi: https://doi.org/10.3109/17549507.2016.1143969 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 Fritzell B. Voice disorders and occupations. Log Phon Vocol. 1996;21(1):7-12. Doi: https://doi.org/10.3109/14015439609099197 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 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) 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 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 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) 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 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 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 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 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 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 Jiang T. Can noise levels at school gymnasia cause a hearing loss: A case study of a physical education teacher. Journal of the Acoustical Society of America. 1997;101(5):3069. Doi: https://doi.org/10.1121/1.418754 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 Hunter EJ, Cantor-Cutiva LC, Van Leer E, Van Mersbergen M, Nanjundeswaran CD, Bottalico P, et al. Toward a Consensus Description of Vocal Effort, Vocal Load, Vocal Loading, and Vocal Fatigue. Journal of Speech, Language, and Hearing Research. 2020;2:509-532. Doi: https://doi.org/10.1044/2019_JSLHR-19-00057 Vilkman E. Voice problems at work: A challenge for occupational safety and health arrangement. Folia Phoniatr Logop. 2000 Jan-Jun;52(1-3):120-5. Doi: https://doi.org/10.1159/000021519 Zollinger SA, Brumm H. The evolution of the Lombard effect: 100 years of psychoacoustic research. Behaviour. 2011;148(11-13):1173-98. Doi: https://doi.org/10.1163/000579511X605759 Cutietta R, Klich R, Royse D, Rainbolt H. The Incidence of Noise-Induced Hearing Loss among Music Teachers. Journal of Research in Music Education. 1994;42(4):318-30. Doi: https://doi.org/10.2307/3345739 Behar A, MacDonald E, Lee J, Cui J, Kunov H, Wong W. Noise exposure of music teachers. Journal of Occupational and Environmental Hygiene. 2004 Apr;1(4):243-7. Doi: https://doi.org/10.1080/15459620490432178 Chesky K. Schools of music and conservatories and hearing loss prevention. International Journal of Audiology. 2011;50(sup1):S32-S7. Doi: https://doi.org/10.3109/14992027.2010.540583 Ramig LO, Verdolini K. Treatment Efficacy: Voice Disorders. Journal of Speech, Language, and Hearing Research. 1998;41(1):S101-S16. Doi: https://doi.org/10.1044/jslhr.4101.s101 McAllister AM, Granqvist S, Sjölander P, Sundberg J. Child voice and noise: a pilot study of noise in day cares and the effects on 10 children's voice quality according to perceptual evaluation. Journal of Voice. 2009;23(5):587-93. Doi: https://doi.org/10.1016/j.jvoice.2007.10.017 Occupational Safety and Health Administration (OSHA). 1910.95, Occupational noise exposure. In: United States Department of Labor, editor. Washington DC: United States Department of Labor; 2011. Lindblad A-C, Rosenhall U, Olofsson Å, Hagerman B. Tinnitus and Other Auditory Problems-Occupational Noise Exposure below Risk Limits May Cause Inner Ear Dysfunction. PloS one. 2014;9(5):e97377. Doi: https://doi.org/10.1371/journal.pone.0097377 Sala E, Rantala L. Acoustics and activity noise in school classrooms in Finland. Applied Acoustics. 2016;114:252-9. Doi: https://doi.org/10.1016/j.apacoust.2016.08.009 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 https://riics.info/index.php/RCMC/article/download/48/76 https://riics.info/index.php/RCMC/article/download/48/118 info:eu-repo/semantics/article http://purl.org/coar/resource_type/c_6501 http://purl.org/coar/resource_type/c_2df8fbb1 http://purl.org/redcol/resource_type/ART info:eu-repo/semantics/publishedVersion http://purl.org/coar/version/c_970fb48d4fbd8a85 info:eu-repo/semantics/openAccess http://purl.org/coar/access_right/c_abf2 Text Publication |
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FUNDACION UNIVERSITARIA MARIA CANO |
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Colombia |
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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 Cantor-Cutiva, Lady Catherine Cuervo-Diaz, Diana Elizabeth Hunter, Eric J Moreno-Angarita, Marisol problemas de la voz discapacidad auditiva discapacidad de la comunicación deficiencia discapacidad minusvalía educación enseñanza profesor vocología Voice disorders hearing impairment communication disability impairment disability handicap education teaching teacher vocology |
| 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 |
Cantor-Cutiva, Lady Catherine Cuervo-Diaz, Diana Elizabeth Hunter, Eric J Moreno-Angarita, Marisol |
| author_facet |
Cantor-Cutiva, Lady Catherine Cuervo-Diaz, Diana Elizabeth Hunter, Eric J Moreno-Angarita, Marisol |
| topicspa_str_mv |
problemas de la voz discapacidad auditiva discapacidad de la comunicación deficiencia discapacidad minusvalía educación enseñanza profesor vocología |
| topic |
problemas de la voz discapacidad auditiva discapacidad de la comunicación deficiencia discapacidad minusvalía educación enseñanza profesor vocología Voice disorders hearing impairment communication disability impairment disability handicap education teaching teacher vocology |
| topic_facet |
problemas de la voz discapacidad auditiva discapacidad de la comunicación deficiencia discapacidad minusvalía educación enseñanza profesor vocología Voice disorders hearing impairment communication disability impairment disability handicap education teaching teacher vocology |
| 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 |
| language |
eng |
| format |
Article |
| rights |
https://creativecommons.org/licenses/by-nc-sa/4.0/ Revista de Investigación e Innovación en Ciencias de la Salud - 2021 info:eu-repo/semantics/openAccess http://purl.org/coar/access_right/c_abf2 |
| references_eng |
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 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 OECD. Education at a Glance 2015: OECD Indicators. Paris: OECD Publishing; 2015. 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) 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 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 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 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 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 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 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 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. Presidencia de la República de Colombia. Decree 1295 of 1994 (Decreto 1295 de 1994). In: Ministerio de Trabajo y Seguridad Social, editor. Bogotá D.C.; 1994. Presidencia de la República de Colombia. Decree 1477 of 2014 (Decreto 1477 de 2014). Bogotá D.C.; 2014. Presidencia de la República de Colombia. Decree 917 of 1999 (Decreto 917 de 1999). Bogotá D.C.; 1999. 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Voice disorders and occupations. Log Phon Vocol. 1996;21(1):7-12. Doi: https://doi.org/10.3109/14015439609099197 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 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) 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. 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