THE INVESTIGATION OF VOICE HANDICAP INDEX IN TEACHERS WITH AND WITHOUT SELF-RATED VOICE DISORDERS

Voice disorders restrict daily activity and impact the quality of life. The purpose of the study was to find out the impact of voice disorders on  functional, physical and emotional condition of teachers with and without self-reported voice disorders. Two hundred thirty-five teachers with self-reported voice problems (Voice disorder group) and 174 teachers with no voice problems (Control group) in anamnesis completed Latvian version of Voice Handicap Index-30 (VHI-30). Teachers with voice disorders demonstrated higher median scores in VHI-30 total scale and functional, physical, and emotional subscales (P0.001). In teachers, voice disorders have a more significant impact on their physical comfort and have a smaller impact on their emotional sphere. 76.4% of the voice disorder group respondents acquired the total score within 12 to 33 points. In the control group, 75.3% of teachers had the VHI score of up to 17 points. Conclusions: In teacher population of Latvia mild voice disorders are encountered more often. Activity and participation in everyday life situations are limited in teachers with voice disorders. Voice disorders mostly impact physical comfort in teachers

EU collaboration in speech and language therapy education : the NetQues project

As the number of countries joining the European Union (EU) has grown over recent decades, so also has the accompanying European legislation to encourage cross border mobility and recognition of professional qualifications. This has led to a need to be able to assess and compare professions and their education across the EU and beyond. Historically, in response to the challenge of addressing the needs of persons with difficulties with communication, the profession has developed differently across European countries influenced by linguistic, cultural and socio-political diversity and a range of approaches to medicine, health and education. The NetQues project was set up to establish agreements on areas of commonality in speech and language therapy (pathology) education across the EU and also to look at any differences. The article looks briefly at the history and diversity of the profession in Europe and describes how 65 partners from 31 countries across Europe recruited into a multilateral academic and professional network achieved the project’s goal to delineate the agreed common core competences which are both essential and desirable for a newly qualified speech-language practitioner to work safely and effectively. Employing ethnographic and survey research following EU Tuning principles seeking points of reference, convergence and common understanding, core elements of coherent professional education “fit for purpose” across Europe are identified and agreed EU Benchmark statements of core competences required are documented. Notably while differences and diversity present challenges, all countries involved in the project aspire to develop competent and caring professionals, able to practice safely and effectively with relevant up-to-date knowledge and skills upon admission to a clearly identifiable unique profession

THE COMPREHENSION OF THE CONCEPTS OF NOISE AND SILENCE IN PRIMARY SCHOOL CHILDREN

Acoustically ergonomic classrooms prevent teachers’ voice disorders and improve comprehension of learning instructions by pupils. High activity noise in the classroom, which increases voice loudness, is one of the most common complaints by teachers. The aim of the study was to find out how primary school children comprehend the concepts of noise and silence. Two hundred eighty five children representing Grade 1 to four were included in the study. Children were asked to draw how they imagine the silence and noise. Drawings were categorised in the following groups: sources of noise and silence, effects of noise and silence, noisy and silent places. Drawings imagining school environment were analysed separately. We found that primary school pupils can identify noise sources in the classroom, at home, and in environment. They can detect the impact of noise on the psycho-emotional state of the person. Children reflected a much more extensive range of noise generating activities than activities related to silence. The silence was mostly associated with sleeping and learning while noise with positive (singing, playing) and negative (screaming, fighting) actions.Not only teachers but also pupils should know about classroom acoustic ergonomics. Teachers’ education programs should provide education in ergonomics, and teachers should forward this knowledge to children.