Winter: 1997

What About Self-Advocacy for Teachers with Vocal Problems?

By Gail Gegg Rosenberg

A classroom teacher’s most important instructional tool is his or her voice (LaCoste, 1996). Research has shown that teachers, as a profession, exhibit a significantly higher incidence of vocal problems than is evident in the general population (Crook & Langdon, 1974; Sargent, et al., 1980) Crandell and Smaldino (1995) surmise that vocal problems experienced by teachers may be attributed, at lease in part, to the need to increase vocal output to be heard by students over the classroom noise.

Teachers with a history of vocal pathology, vocal problems (i.e. those related to vocal stress, allergies, etc.), and reduced pulmonary function can be helped in preserving their most important instructional tool by using an FM Soundfield amplification system. Classroom teachers participating in the Improving Classroom Acoustics special project undoubtedly recognized that saving their voice was their greatest benefit obtained when using FM Soundfield amplification. The 55 teachers completing an evaluation form were unanimous in their “strongly agree” response that the Soundfield system saved their voices (Rosenberg, Blake-Rahter & Heavner, 1995). LaCoste (1996) recommends that the first priority in placing FM Soundfield amplification in classrooms in a school should be given to teachers with voice problems.

How, then, can these teachers perform as self-advocates to ensure that an FM Soundfield system will be available to them in their classrooms? The following suggestions may be useful to assist teachers in protecting their most valuable teaching tool and continuing to enjoy their chosen profession.

• An informed, proactive principal will find the means to allocate funding to purchase an FM system for teacher’s use in order to make the workplace accessible.
• An informed teacher can influence his/her physician to recommend use of an FM Soundfield system to allow him/her to continue practicing the profession without undue stress and health deterioration. (There have been some cases where insurance companies have assumed the cost of the FM system.)
• Risk management coordinators in school district should be made aware of the benefits of FM Soundfield amplification. It is possible that Worker’s Compensation could be accessed as the payor for the Fm systems if it can be determined that the vocal problem is the result of “injury in the workplace.”
• Grant funding could be pursued for the specific purpose of providing FM Soundfield amplification for teachers with vocal problems.
• Representatives of the insurance company providing coverage to the district’s employees could be in-serviced on the benefits of FM Soundfield amplification as part of the wellness plan.

The advocacy role of the educational audiologist is evident in each of these suggestions. We have an important responsibility to educate teachers, administrators, physicians, risk management coordinators, and other service providers abut the benefits of FM Soundfield amplification for teachers with vocal problems.

References

Crandell, C. & Smaldino, J. (1995). Speech perception in the classroom. In Crandell, Smaldino & Flexer (Eds.), Sound-field FM amplification: Theory and practical applications, pp. 29-48. San Diego: Singular Publishing Group.

Crook, M. & Langdon, F. (174). The effects of aircraft noise in schools around London airport. Journal of Sound and Vibration, 34, 221-232.

LaCoste, M. (1996). Wiring teachers for sound. Principal.

Rosenberg, G., Blake-Rahter, T. & Heavner, Jr. (1995, November). Enhancing listening and learning environments with FM Soundfield classroom amplification. Paper presented at the American Speech-Language-Hearing Association annual convention, Orlando, FL.

Sargent, J., Gidman, M., Humphreys, M. & Utley, W. (1980). The disturbance caused by schoolteachers to noise. Journal of Sound and Vibration, 62, 277-292.