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

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

Publicado 2021-08-03

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Vol. 3 Núm. 1 (2021)
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Artículos de investigación
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1.
Deficiencia, discapacidad y minusvalía asociadas a los problemas de voz y audición en profesores colombianos. 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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REDIB

Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0 Internacional (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
          Mostrar biografía de los autores

          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.

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