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Teachers' perceptions of adolescent females with voice disorders
Stephanie R C Zacharias1, Lisa N Kelchner, Nancy Creaghead
1University of Cincinnati, OH, Cincinnati, USA. stephanie.zacharias@cchmc.org
Purpose:
The purpose of this study was to explore teachers' attitudes toward, and perceptions of personality traits of, female adolescents who presented with voice disorders.
Method:
For this comparative study consisting of a 25-item web-based semantic differential survey, teachers rated voice recordings of 4 female adolescents (considered normophonic, mildly, moderately, and severely dysphonic, respectively) on 18 personality traits and 6 teacher attitude parameters. A flyer with a link to the survey was distributed via e-mail to teachers at 8 middle and high schools in Ohio.
Results:
Thirty-two teachers completed the survey. Results revealed differences in teachers' perceptions of female adolescents with a normal voice compared to those with voice disorders.
Conclusion:
Adolescent female students with voice disorders may be at risk for academic, social, and vocational difficulties. These results highlight and support the need to inform teachers, speech-language pathologists, students, and families about the potential for subtle biases and negative perceptions of students with voice disorders by teachers. Furthermore, teaching self-advocacy to students who have voice disorders may help them obtain an optimal education experience.
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