声乐教师培训失声声音:治疗寻求方法和实践
Rachelle Fleming1, Edrie Means Weekly2, Linda M Carroll3
1Temple University, Philadelphia, Pennsylvania.
概括
专业的语音教师经常管理声障碍,但缺乏专门的培训. 研究结果强调,在声学教学课程中需要整合解剖学,生理学和多学科护理.
科学领域:
- 声乐教学的教育学
- 语音语言病理学 语音语言病理学
- 声音科学和医学 声音科学和医学
背景情况:
- 专业的语音教师经常遇到有声音障碍的学生.
- 很大一部分声乐教育者能够处理诸如结节,多或囊之类的疾病.
- 许多与受伤声音工作的教师在声乐表现方面拥有高级学位,但语音语言病理交叉培训有限.
研究的目的:
- 检查专业语音教师在管理语音障碍方面的现有做法.
- 了解他们的舒适度,学生接受标准和跨学科的方法.
主要方法:
- 一项在线调查分发给专业语音组织的成员.
- 受访者报告了他们与失声学生的经历以及他们的管理策略.
- 收集了关于教学重点 (如呼吸,共振) 和信息搜索行为的数据.
主要成果:
- 在786名受访者中,48%的人曾与歌手从听力障碍,手术或病理中恢复过来.
- 三分之二的人报告说,他们可以控制结节,多或囊.
- 虽然声学教育专家专注于呼吸,言语语言病理学家教育专家强调共振和声创伤减轻.
结论:
- 声乐教师渴望扩大他们在语音科学和医学方面的知识.
- 显然需要将解剖学,生理学和多学科语音障碍管理纳入声乐学位课程.
- 继续教育和执照不是强制性的,但对于声乐教育家来说是理想的.
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