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OBJECTIVES: Given the transformations in teaching modalities as a result of the COVID-19 pandemic, this study aimed to evaluate the factors associated with vocal self-perception during the pandemic and to investigate the ability of selected variables to predict changes in vocal self-perception in teachers with professional vocal demands during the investigated period. STUDY DESIGN: Cross-sectional survey. METHOD: A total of 1,126 teachers of both genders (ages 19-78 years, average 43.23 years) who were participating in remote teaching activities using their voice answered the online questionnaire. To characterize vocal changes (improvement, worsening or no change), the teachers' self-assessment of their voice quality was considered; the association between the variables reported in the questionnaire and vocal changes was analyzed, as was the capacity of these variables for predicting voice changes. RESULTS: Most of the teachers worked at a public school, reported having no previous voice changes or difficulties with their voice during online classes and indicated that they began to use their voice less often and with reduced intensity during the pandemic. Vocal demands were divided between teaching synchronous online classes, recording video lessons and participating in online meetings. Several variables were associated with voice improvement and worsening, and some had the capacity to predict voice changes: improvement in voice quality was associated with working in a public school or as an autonomous teacher, reduced voice use and, to a lesser extent, participating in online meetings, certain vocal habits and a reduction in vocal symptoms; worsening voice quality was associated with working in a private school, increased voice use, using the voice at a higher intensity, difficulty with the voice in online classes, vocal habits and vocal symptoms. CONCLUSION: The context of remote education has changed the way teachers communicate during classes, and monitoring is necessary to ensure that necessary adaptations are made to preserve the voice and ensure effective communication.
RESUMO
ABSTRACT Objective: to know the perception of undergraduate students in speech-language pathology about speech therapies in the area of deafness. Methods: qualitative research, with data collection accomplished with a questionnaire and a focus group. The sample was accomplished by 14 students enrolled at a speech pathology course. Results: the results were discussed by means of categories: knowledge, expectations, needs, bond and therapeutic practices. The students presented feelings of anguish in dealing with family expectations, especially regarding to the speech work and the fear for intervening caused by inexperience and necessities of the family. It was also evidenced that the students hoped that family members believed in the potential of the child. There is a need for more practice in Brazilian Sign Language. The support of the family members is crucial for a good therapeutical accompaniment, because when they trust on the student, the kind of therapy, and on the adopted approach, he or she cooperates with the evolution of the therapeutical process, facilitating the bond. When the family believes in the effectiveness of the therapy and the possibility of good results, the child does not miss sessions. Moreover, the bond created with the family and the patient helps the student to see the real difficulties of the child and what should be done to be improved. It was pointed out that the bilingual approach cooperates for the self-recognition of deaf culture and identity. Conclusion: on students' perception, the experience gained along the stage provided theoretical-practical knowledge to work with the family, recognizing the importance of this to the therapeutic success and to deal with the expectations of both parties.
RESUMO Objetivo: conhecer a percepção de alunos de graduação em Fonoaudiologia sobre o atendimento fonoaudiológico na área da surdez. Métodos: pesquisa qualitativa, com coleta de dados realizada com questionário autoaplicável e grupo focal. A amostra constituiu-se por 14 alunos matriculados no curso de graduação em Fonoaudiologia. Resultados: os resultados foram classificados por categorias tais como conhecimento, expectativas, necessidades, vínculo e práticas terapêuticas. Os alunos apresentaram sentimentos de angústia em lidar com as expectativas da família, quanto à oralização da criança e o medo de intervir. Os alunos esperavam que os familiares acreditassem no potencial do filho. Há necessidade de maior prática dos alunos na Língua Brasileira de Sinais. O apoio do familiar é crucial para o bom andamento do acompanhamento terapêutico, pois quando há confiança no aluno, na terapia e na forma de abordagem que é adotada com relação ao caso, coopera para a evolução de todo o processo terapêutico, facilitando o vínculo. Ao acreditar na eficácia da terapia e na possibilidade de resultados, o familiar ou responsável é efetivo quanto à assiduidade do sujeito. Além disso, o vínculo com os familiares e os sujeitos ajuda o aluno a perceber as reais dificuldades do paciente e o que necessita ser aprimorado. Foi apontado que a abordagem bilíngue coopera para o auto reconhecimento da cultura e da identidade surda. Conclusão: a experiência adquirida ao longo do estágio propiciou conhecimento teórico-prático para atuar com a família, reconhecer a importância desta para o sucesso terapêutico e para lidar com as expectativas de ambas as partes.
