Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Wellness and Resiliency Plans for Special Educators Throughout the COVID-19 Global Pandemic and Beyond

  • Dr. Elizabeth O’Neill Hunter (Author) Walden University image/svg+xml
    Dr. Elizabeth O’Neill Hunter, a PhD in Counselor Education and Supervision, is a board approved clinical supervisor, and Licensed Professional Counselor in the Commonwealth of Virginia. Dr. Hunter is a Nationally Certified Counselor, and a Certified Clinical Anxiety Treatment Provider. Currently Dr. Hunter provides clinical supervision services to community mental health counselors within the non-profit sector and throughout the Hampton Roads Community. Dr. Hunter is a contributing faculty member within the Walden University Community Mental Health Counseling graduate program, and is serving as the President of the Hampton Roads Counselors Association.
  • Dr. Elizabeth M. Anderson Hunter, Ed.D. (Author)
    Dr. Elizabeth Anderson Hunter, has more than 20 years of experience in the field of Special Education and more than 30 years of experience in Communication Technology. She has dedicated her life to students with exceptional needs and to those who teach then and has been involved in numerous publications and presentations in her areas of expertise. Dr. Hunter served as assistant professor in the Regent University School of Education M.Ed. K-12 Special Education & Reading Specialist Programs, the Autism Certificate, and the Ed.S. Educational Leadership with Special Education emphasis program. Dr. Hunter has been involved in numerous publications and presentations in her areas of expertise and holds honors and awards for her contributions to both fields. Dr. Hunter has served on the Va CEC Executive Board in the positions of the Immediate Past President, and President and, Parliamentarian. She has enjoyed a long membership with the International CEC and has served on the Representative Assembly for many terms. Dr. Hunter consults with ETS in assessment development of the Special Education and the Intellectual Disabilities PRAXIS II exams. Additionally she consults privately with schools, churches, and parents in the areas of exceptional disabilities especially Developmental Delay, Autism Spectrum Disorder, and Intellectual Disabilities. She has taught and co-taught all courses in the K-12 Sped and Reading Specialist Programs & Autism Certificate and teaches several in the Ed.S. (Special Education Emphasis) Program. Dr. Hunter has expertise in instructional technology and media and enhances her on-line and face-to-face courses and publications with visual media technology. She pursues ethnographic research to produce educational and documentary film with content based on grounded research that is appropriate for use in higher education. She writes and produces educational articles and books utilizing instructional videos and documentary film that educate and entertain.
DOI
https://doi.org/10.64546/jaasep.548
Abstract
Special educators are among the countless professionals adversely impacted by the coronavirus (COVID-19) global pandemic. Before the pandemic, the special education profession was associated with increased occupational stress, anxiety, and job dissatisfaction. As we progress through the first post-pandemic school year, special educators continue to be adversely impacted by occupational demands associated with COVID-19. Here we discussed the basics of stress, the personal and professional implications of stress, and an examination of how to address this critical issue among these valuable professionals. We discussed the importance and development of wellness and resilience plans applied throughout the COVID-19 pandemic and beyond. The stress experienced by special educators is a significant occupational and ethical issue needing attention.
Keywords
Coping, COVID-19, Intervention, Pandemics, Resilience (Psychology), Special Education Teachers
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How to Cite
Hunter, E. O., & Hunter, E. M. A. (2024). Wellness and Resiliency Plans for Special Educators Throughout the COVID-19 Global Pandemic and Beyond. Journal of the American Academy of Special Education Professionals, 19(2), 26-43. https://doi.org/10.64546/jaasep.548

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  • Submitted May 16, 2024
  • Published June 15, 2024
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