Abstract:

Research Aim:
Voice professionals, e.g. future educators, constitute a high-risk group of individuals where the existence of voice disorders determines the possibility of their verbal expression and, thus, the performance of their job. The incidence of voice disorders (dysphonia) is high in these individuals. For this reason, we perceive the implementation of prevention of voice disorders within the pre-gradual preparation as indispensable. The results of our previous research carried out through the VHI Form (Voice Handicap Index) with students from the Faculty of Education, Palacký University in Olomouc (n=82) refer to the fact that 15.55% of pedagogical students have voice difficulties. With regard to the average age of the students (22-23 years) and their future occupation as teachers, we can consider the given findings as highly alarming. The modern speech and language therapy is typical of the development of instrumental aids and technological base enabling thorough diagnosis and efficient intervention. The aforesaid is also reflected on the possibility of making the teaching of vocal education accessible and more attractive, for example, by introducing an innovation (technology) designed to measure the voice field for primary application in medicine or acoustics for examining voice characteristics. The principal aim of the submitted contribution is to map the students’ interest in utilizing the method of measuring the voice field and, concurrently, verify this preventive therapeutic utilization in relation to specific students. A partial aim is to detect the knowledge of prevention of voice disorders and to analyse the basic awareness of the strategies applied in case of dysphonia.

Methodology:
The principal research methods comprised a questionnaire and a case study. The questionnaire, both electronic and printed, was distributed to students of the Faculty of Education, the Palacký University in Olomouc during December 2014. Voice therapy, using measurement of the voice field in selected pedagogical students, took place as the questionnaire was distributed. The results of the given intervention were recorded and analysed, and form the basis of the submitted case history.

Results:
The prevention of voice disorders usually means vocal hygiene, that is, in particular, the long-term observance of the set rules or instructions. Most of the addressed pedagogical students do not usually observe the principles of vocal hygiene or do observe them, but only minimally or briefly. Students do not often realize the consequences of voice disorders. The results of the research show positive reaction to the teaching being innovated through technology for measuring the voice field. The interest in participating actively in the prevention of voice disorders was shown, in particular, by the students who realized its impact on the performance of their occupation. The effect of preventive therapeutic utilization of the voice field was verified by means of case studies.

Conclusion:
Through this input, we would like to draw attention to the need for prevention and enlightenment in the sphere of voice disorders and vocal hygiene both in the preparation of future voice professionals and within their lifelong learning. We believe that introducing modern technology in voice education classes can enhance the quality of preparation of students of the Faculty of Education, Palacký University in Olomouc for their future career as voice professionals.

Keywords:

Innovation, technology, research project, education, university students, voice range profile, voice disorders, vocal hygiene.