Impairment, disability, and handicap associated with hearing problems and voice disorders among Colombian teachers

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

Published 2021-08-03

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Vol. 3 No. 1 (2021)
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Impairment, disability, and handicap associated with hearing problems and voice disorders among Colombian teachers. Rev. Investig. Innov. Cienc. Salud [Internet]. 2021 Aug. 3 [cited 2024 Nov. 18];3(1):4-21. Available from: https://riics.info/index.php/RCMC/article/view/48
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https://doi.org/10.46634/riics.48
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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0). 

Lady Catherine Cantor-Cutiva
Dept. of Collective Health; Nursing Faculty; Universidad Nacional de Colombia; Bogotá; Colombia.
    https://orcid.org/0000-0002-4530-4345
    Diana Elizabeth Cuervo-Diaz
    Faculty of Law; Pontificia Universidad Javeriana; Bogotá; Colombia
      https://orcid.org/0000-0003-3559-565X
      Eric J Hunter
      Dept. of Communicative Sciences & Disorders; Michigan State University; East Lansing; Michigan; USA.
        https://orcid.org/0000-0001-5571-464X
        Marisol Moreno-Angarita
        Program of Speech and Language Pathology; Faculty of Medicine; Universidad Nacional de Colombia; Bogotá; Colombia
          https://orcid.org/0000-0002-2468-1491
          Show authors biography

          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.

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