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The aim of this article is to reconsider the vocalfunction diagnosis in teacher’s dysphonia from thebiopsychosocial approach, within the framework of theInternational Classification of Functioning, Disability andHealth (ICF). Teacher’s population are mainly affectedby dysphonia, complainting vocal overload, somequestions are presented to categorize the deficiencybeyond the strictly anatomical (vocal cords lesion),diagnosed by the otolaryngologist as a professionaldisease. This trouble affects the decision about dailytasks performance, or even to his continuity in theprofession (assignment of change of functions / passivetasks or work requalification). ICF’s use is proposedas the initial applicable framework for the diagnosisof vocal function, due to its exhaustive classificationsystem of corporate functions and structures, takinginto account consideration of corporal and daily lifeactivities as the identification of barriers or facilitatorsin the environmental and individual characteristics ofthe popultation’s health status. The analysis of vocalfunction supported by the considerations of the CIF wouldqualify the degree of severity of function alteration,complementing the laryngological medical diagnosis inpursuit of a prognosis of the teacher’s vocal health.

Diagnóstico de la función vocal en voz ocupacional: la disfonía del docente calificada según la CIF