Children's voice disorders can interfere with their ability to interact successfully in the classroom. Moreover, vocal dysfunction can signal the underlying presence of chronic or incipient illness. Although many such problems can be remediated, this population is typically underserved in many rural public school settings due to personnel shortages and in-frequent contact between classroom teachers and speech/language pathologists. Suggestions are made for increasing the efficiency of identification of voice-disordered children and for reduction of such problems through classroom prevention activities.
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