DOI: 10.36347/sjahss.2022.v10i12.001

Pages: 532-541

It is commonly believed that some types of schools, such as those catering to special children, are difficult or problematic places to work (Pratt cited in Nguyen, 2002). Freeman (1988) made the observation that in order to properly care for children who have particular requirements, teachers need to fulfil not only the duty of an educator but also that of a nurse and a parent. Because of this, teachers of special education are more likely to experience burnout and stress (Freeman, 1988). It is necessary to improve special education teachers' capacity to persevere in the face of adversity because they are always facing new obstacles in their work. Therefore, it is essential to have an understanding of one's adversity quotient (AQ). The capacity to persevere in the face of adversity is a crucial component in determining one's quality of life. The findings showed that individuals with a high AQ fared better than those with a low AQ (Stoltz, 1997). In order to raise the adversity quotient (AQ) of the special education teachers working at a special education school in Raipur (Chhattisgarh), three industry professionals designed and tested an Adversity Quotient (AQ) Program. The post- test scores dramatically improved to a level that was considered to be reasonably high after the AQ Program that had been established was put into action. For the purpose of determining their AQ, the Adversity Response Profile Quick Take (Stoltz, 1997) was utilized. In the United States, the Maricopa School District in Arizona implemented a programme called AQ to encourage educators "to achieve more with less." The findings of this study suggest that the adversity quotient could be incorporated into faculty development programmes in order to help special education teachers become more resilient and capable members of the labor force.