Basic notions and models for teachers regarding the evaluation and intervention in voice disorders

Abstract

This article aims at highlighting the voice disorders which are often sidestepped in spite of their effects. We firstly state the heterogeneity and etiology of voice disorders, and then we propose generic models for its assessment and intervention in schools. In addition, this comprises school, speech therapy and family intervention. We firmly believe that generic models and activities should be adapted to each subject in particular bearing in mind intrinsic features both deriving from the disorder itself and from other characteristics of the student. In addition, we should also consider extrinsic characteristics such as familiar, school and social contexts to devise an individualized program of intervention.