ASSESSING THE EFFECTIVENESS OF THE ADAPTED ADVERSITY QUOTIENT PROGRAM IN A SPECIAL EDUCATION SCHOOL
Keywords:
Adversity Quotient, special education teachers, program development, modular programAbstract
There is an assumption that certain kinds of schools such as schools for children with disabilities are challenging or problematic workplaces (Pratt cited in Nguyen, 2002). Freeman (1988) pointed out that for children with special needs, teachers have to play not only the role of a teacher, but also the role of a nurse and a mother. Due to this, special education teachers are prone to stress and burnout (Freeman, 1988). As special education teachers go through challenges, there is a need to enhance their ability to withstand adversity. Thus, there is a need to understand one’s Adversity Quotient (AQ). The ability to withstand adversities is an important aspect in one’s quality of life. Findings revealed that people with high AQ outperformed those with low AQ (Stoltz, 1997). An Adversity Quotient Program was developed and validated by three experts to increase the AQ of the special education teachers in a special education school in Manila. After the implementation of the developed AQ Program, the post test results significantly increased to moderately high. The Adversity Response Profile Quick Take (Stoltz, 1997) was used to measure their AQ. In the States, the Maricopa School District had an AQ Program to motivate teachers “to do more with less.” The results of the present study imply that Adversity Quotient may be used as part of faculty development programs to make special education teachers more resilient and competent members of the workforce.
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