I am in the middle of a battle at work and I wondered if any of my T family might be able to help?
I am a primary teacher and trying my best to stay in teaching to get closer to my pension. (I am 53). I have applied for and got Access to Work grants twice but my employer has refused to fund their portion stating that the budget is too tight. I have had 3 falls at work and am currently off with Work Related Stress. I am deaf and wear hearing aids in both ears. Add that to the tinnitus and I basically struggle to hear within the classroom and get stressed quite easily due to the noise, dizziness and balance issues. I have also seen Occ H who have backed me up and stated that the equipment suggested in the Access to Work Report is recommended. The school are now using delaying tactics. I have been away from school for 2 months now, which also means that I will have to get used to all the general noise/voices all over again.
I have union support and we are trying to build a case using the equality act. My problem is that the act itself is really hard to understand.
Could any of my lovely T family point me in the direction of useful documents to support my request for reasonable adjustments and equipment?
TIA
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Crazylady6
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I'm in a very similar situation as also a teacher. I've come to realize that the acoustics in the classroom (solid wall and equipment and walking around the classroom) are a problem and I've been doing research to understand how my symptoms and stress are triggered. I've got additional symptoms effecting my memory for which I'm seeing a neurologist, and includes dizziness and balance. I've been absent for 3 weeks, and I'm due to return to work in a week - after half term.
So I've had time to reflect. Below I've shared my planed tailored adjustments that I will be discussing with my boss and HR. I used ChatGPT by highlighting my specific challenges. Though I'm a college lecturer, our situation appears very very similar. If anything it would be a shame to have to quit such a rewarding job.
I hope it helps. I would at least suggest putting it together in a professional letter/email requesting their support. At least that's what I'm going to do - though they've been quite supportive so far.
EDIT: AI’s is in its infancy, and suitability for clinical/medical purpose is far from certain. We should be cautious about using Generative AI, especially giving advice to others. I assure you I checked the output before posting to ensure it was suitable advice.
Environmental Adjustments in the Classroom
Classroom Layout: Arrange your classroom to minimize noise. For instance, place noisy equipment away from your desk or lectern. Use carpeting or soft materials where possible to reduce echo and sound reflection.
Technology Use: Embrace teaching aids and technology that minimize your need to raise your voice. A microphone and speaker system can help distribute your voice evenly at a lower volume, which is beneficial for both you and students with hearing sensitivities.
Personal Strategies for Teaching
Break Down Lectures: Divide your lectures into shorter segments, interspersed with quiet work periods or activities that allow students to engage with the material individually or in small, low-volume groups.
Scheduled Breaks: Incorporate short breaks into longer classes to give yourself a moment away from the noise. This can help prevent sensory overload and maintain your focus and energy.
Protective Measures and Adjustments
Ear Protection: Use custom-fitted earplugs that reduce overall sound volume without completely isolating you from the environment, allowing you to still engage with your students effectively.
Remote Teaching Tools: If possible, utilize online teaching tools and platforms for some lectures or discussions. This can give you control over your auditory environment while still providing quality education.
Managing Student Interactions
Clear Communication: Explain your sensitivity to noise to your students in a way that fosters understanding and cooperation. Request that they minimize unnecessary noise and speak one at a time during discussions.
Use of Visual Aids and Written Instructions: Enhance lectures with visual aids, slides, and written instructions for assignments. This reduces the need for verbal repetition and helps manage the classroom noise level.
Technological Aids
Software and Apps for Teaching: Leverage educational software and apps that facilitate learning without the need for loud or sustained noise. Programming environments, simulation tools, and online collaboration platforms can be particularly useful in computing education.
Recording Lectures: Record your lectures for students to review later. This not only aids students who might need to revisit complex material but also allows you to speak at a comfortable volume, knowing that all information is captured and accessible.
Advocacy and Support
Seek Support from the Institution: Work with your college's disability support services to identify and implement reasonable accommodations that can help manage your tinnitus and hyperacusis. They may offer additional resources or adjustments to teaching schedules and classroom assignments.
Thank you for your response. Unfortunately I teach 30 7-8year olds and many of your ideas just don’t apply. Whilst my class are great they are children and are basically noises. They have to use equipment as a part of their learning too. The only time they are actually still and quiet is when they are doing a test or if I’m reading to them. I am also deaf, and have to wear hearing aids. As much as I would love to muffle the noise it’s just impossible. I presume that if you work in a college, your students actually behave? I have 3 adhd children and two autistic. My autistic kids make noises as a part of their personalities.. One of them also likes to run and hide. This is in addition to the normal run of children.
I do like the way you have set your ideas down though and structured your response. I think that this is an excellent way to try and structure a conversation. I will use the structure, should I actually get to the point of potentially being back in class. Thank you.
I briefly taught Year 6 for a term whilst doing supply. I feel your pain and understand it's a very different environment. Hence the reason I now work in college :)I was hoping something might be helpful, but I was consciously aware you may have tried some of these strategies.
Behave? Well teenagers being teenagers. There can be very noisy and talk a lot, but it is indeed a very different environment. Incidentally, I have hearing loss, but with Hyperacusis my hearing aids cause more of a problem. Luckily students at college age are very understanding when explain about my hearing and to repeat themselves.
I've asked ChatGPT to advise based on what you've said above.... Well I copy-and-pasted the first part of you reply.... Hope this may be of use.
EDIT: AI’s is in its infancy, and suitability for clinical/medical purpose is far from certain. We should be cautious about using Generative AI, especially giving advice to others. I assure you I checked the output before posting to ensure it was suitable advice.
ChatGPT
Teaching a lively group of 7-8 year olds, especially with your unique challenges and the diverse needs of your students, does indeed require a different set of strategies. Let's adapt the approach to fit a more dynamic and unpredictable environment, while still addressing your needs for managing tinnitus, hyperacusis, and hearing loss effectively.
Classroom Environment and Structure:
Visual Cues and Signals:
Use visual signals (like lights or colored cards) to indicate when the class needs to quiet down or pay attention. This can help manage noise levels without relying solely on your voice.
Quiet Zones:
Create a designated quiet area or corner in the classroom where children can go for calm activities or when they need a break from the noise. This can also be a place where you can have a moment of respite.
Classroom Layout:
Arrange your classroom to minimize noise and distractions for you as much as possible. For example, having a semi-circular seating arrangement might help you keep an eye on all students without needing to turn your head frequently, which can help with dizziness and vertigo.
Inclusive Teaching Strategies:
Structured Routines:
Children, especially those with ADHD and autism, often respond well to structured routines and clear expectations. Establishing a predictable routine can help minimize chaotic transitions and reduce overall noise levels.
Sensory Activities:
Incorporate sensory activities that can help meet the needs of your autistic students without overwhelming you. For example, quiet sensory bins or fidget tools can provide the stimulation they need in a controlled manner.
Engagement Through Variety:
Use a mix of teaching methods (visual, auditory with your hearing aids adjusted for optimal performance, kinesthetic) to keep all students engaged while also providing you with ways to manage how you interact with the noise.
Personal Coping Mechanisms:
Use of Assistive Listening Devices: Work with an audiologist to explore assistive listening devices that can be used in conjunction with your hearing aids to help you better manage the classroom environment.
Strategic Positioning:
Position yourself in parts of the classroom where you can best manage the noise and where your hearing is most effective, taking into account the acoustics of the room and the positioning of your students.
Noise Reduction Strategies: While it's impossible to eliminate noise, using soft materials in the classroom (like carpets, curtains, and wall hangings) can help absorb some of the sound and reduce the overall volume.
Professional Support and Resources:
Teaching Assistant: If possible, having a teaching assistant or volunteer in the classroom can help manage activities and monitor noise levels, providing you with additional support.
Professional Development:
Seek out training or workshops on managing classrooms with diverse needs, which can provide you with additional strategies for managing behavior and engagement in ways that could indirectly help manage noise levels.
Collaboration and Communication:
Parental Involvement: Engage parents in understanding the unique dynamics of your classroom, including your own needs. They can be valuable allies in reinforcing classroom behaviors and strategies at home.
Peer Support: Foster a classroom culture where students support each other, including understanding and respecting the need for quieter times. Children can be incredibly empathetic and supportive when they understand the reasons behind certain rules
Adapting to this environment will likely be an ongoing process, requiring patience and creativity. It's important to give yourself grace and recognize the tremendous impact you're making on your students' lives, despite the challenges. Collaborating with colleagues, parents, and professionals can also provide you with additional resources and support.
I was dubious particularly about sharing advice I've generated using AI.
AI’s is in its infancy, and suitability for clinical/medical purpose is far from certain. We should be cautious about using Generative AI, especially giving advice to others. I assure you I checked the output before posting to ensure it was suitable advice.
I would recommend contacting ACAS as they may be able to mediate on your behalf with Access to Work and your management team at your school. Good luck x
If you want an idea of what a judge will consider a reasonable adjustment take a look at Chapter 3 of the Judicial College Equal Treatment Bench Book . April 2023 revision.
Also search Google for Tinnitus , case Law . There are lots of Employment Tribunals cases.
You should also be able to get a No win no fee lawyer for an employment tribunal case. Just search no win no fee lawyers .
If your union are struggling to build a case. Consider ditching them. They do not always represent thier individual members very well. They have to consider their members as a group. Although they are subject to section 21 of the EA as with any other service provider .
Some really good responses here, including ACAS and the resources suggested by Tinsufferer1. I would add, since you've mentioned wanting to stay in teaching to get nearer to your pension, whether your employer has mentioned retirement on the grounds of ill health. I wasn't a teacher but I was in was in a local government pension scheme and was retired on ill health grounds (something raised as a possibility by my employer) at the age of 56 although the process was started earlier but made slow progress because of everything grinding to a near halt because of COVID. Because I retired on ill health grounds I was able to get my full pension and I was also able to access a pension from a previous employment on the same grounds as they accepted the medical evidence and the report from the local government pension scheme's medical examiner. That said I also had other health conditions for which my employer was not willing / not able to accommodate (wish now I'd have roasted them for that but at the time I was in no fit state to take on the challenge) so I guess the question would be whether the tinnitus is enough by itself to render you unable to work a full-time job or just that it prevents you from doing the job that you are in at the moment. Hope you get the outcome you want / need but it's always wise to have a contingency plan.
Definitely worth checking out pension provider's terms on this (and the terms of any previous pensions) but early retirement even on the same level of pension as would be expected when working until usual retirement age is not without its problems; a) many people will have budgeted for retirement on the basis of income from both their occupational pension/s and state retirement pension so, depending on financial circumstances and unless living expenses can be managed within just occupational pension potentially uncomfortable adjustments have to be made and b) there is a danger of loss of sense of purpose / feeling as though you're on the scrap heap and still wish to make a useful contribution either to your community or wider society. There are usually, of course, ways to balance the financial and personal fulfilment books but it does require some thought, preferably well ahead of time.
I began exploring the retirement on ill health but it seems, as you mentioned, the deafness and tinnitus is not enough as it only stops me being in the classroom. My Union rep also said that it would probably be pushed back onto the school’s duty to provide adjustments. I am 18months from getting to 55 and at this rate, the way they are arguing just over dates for meetings - I might even get to take early retirement anyway!
This is more for you personally than an immediate solution, but have you ever been assessed for a Cochlear Implant? It would have made a huge difference to me if I had had it done while I was teaching. Tinnitus is greatly reduced while using the implant to the point that it's barely noticeable in that ear, and hearing is amazing.
This hasn’t been suggested yet. The consultant has said that the stapedectomy may be an option, but my initial response was that having surgery twice to be able to work in a classroom ( with no guarantees but risk and continued tinnitus)) just was too far to go.
Having said that, I am also beginning to wonder about general quality of life, out of the classroom too now.
I didn't even wear hearing aids until I retired (although I should have done but I was in Egypt...) And after I retired my hearing got much worse. So first one hearing aid (the hearing in the other ear was too distorted, but improved) and then two hearing aids. Further drops in hearing and I got a CI in December. I'm already at 85%+ discrimination in situations with no background noise from around 20%. So this was definitely for me, not for teaching. But a stapedectomy shows good results for both tinnitus and hearing loss and not much improves tinnitus unfortunately.
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