During the COVID-19 pandemic, all activities were limited and carried out from home. It also includes learning that must be done from home, so that can affect the quality of life for teachers, especially for Special Needs or ABK teachers. The purpose of this study was to describe the quality of life of the ABK teachers during the pandemic. Participants in this study were 101 teachers of children with special needs, who were categorized as early adults and middle adults aged 20-65 years. The design of this research is non-experimental quantitative, using tools measure in the form of a questionnaire. The measuring instrument used to measure the quality of life for ABK teachers is WHOQOL-BREF which was adapted by Purba et. al. based on the quality of life domain, namely physical, psychological, social relations and social environment. The results of this study show that the quality of life of the ABK teachers is in the high category.

The COVID-19 pandemic has brought many changes to the world of education, including among teachers of Children with Special Needs (ABK). In addition to the fear of the spread of COVID-19 which is increasing every day, ABK teachers are faced with conditions that force them to make difficult adjustments. Most teachers with special needs complain that there are many challenges, namely the lack of training and application of online learning, especially during teaching where the teacher communicates with hand and mouth movements, often the movements are late in the video so that the special needs children often misunderstand which can lead to difficulties in teaching. In addition, the daily activities of teachers also face a big challenge in doing work from home with limited or inadequate facilities and distractions of family members who are around them. This creates potential stress for ABK teachers. For this reason, stress management and time management are an effort of the Tarumanagara University Community Service (PKM) team given to ABK teachers. The targets of this PKM are ABK teachers from five special schools (SLB), namely SLB A in Yogyakarta, SLB B in Ambon, SLB C in Batu Bara, SLB D in Batam, and SLB E in East Kalimantan. During the implementation of psychoeducation, the pre-test and post-test methods were given to 24 ABK teachers. The measuring instrument used in the test is The Perceived Stress Scale (PSS), 10 items made by Sheldon Cohen (1983) and the time management measurement tool is the Time Management Questionnaire (TMQ), 11 items made by Britton and Tesser (1991). The results show that the stress level of ABK teachers is at a low level, while time management is at a high level. Furthermore, there was an increase in the stress level of ABK teachers and there was a decrease in the level of time management of ABK teachers during the pre-test and post-test.Pandemi COVID-19 membawa banyak perubahan terhadap dunia pendidikan, termasuk di kalangan guru Anak Berkebutuhan Khusus (ABK). Di samping ketakutan akan penularan COVID-19 yang meningkat setiap hari, para guru ABK dihadapkan dengan kondisi yang memaksa mereka untuk melakukan penyesuaian yang tidak mudah. Kebanyakan guru ABK mengeluh banyak tantangan yakni kurang pelatihan dan penerapan pembelajaran online,khusus pada saat pengajaran berlangsung dimana guru berkomunikasi dengan gerakan tangan dan mulut, sering gerakannya terlambat dalam video sehingga ABK sering salah mengerti yang dapat mengakibatkan kesulitan dalam mengajar. Selain itu aktivitas para guru sehari-hari juga mendapat tantangan yang besar melakukan work from home dengan fasilitas yang terbatas atau kurang memadai, dan distraksi anggota keluarga yang berada di sekitarnya. Hal ini menimbulkan potensi stres terhadap guru ABK. Untuk itu, manajemen stres dan manajemen waktu menjadi sebuah upaya tim Pengabdian Kepada Masyarakat (PKM) Universitas Tarumanagara yang diberikan kepada para guru ABK. Target sasaran PKM ini adalah guru ABK yang berasal dari lima Sekolah Luar Biasa (SLB) yaitu SLB A di Yogyakarta, SLB B di Ambon, SLB C di Batu Bara, SLB D di Batam, dan SLB E di Kalimantan Timur. Saat pelaksanaan psikoedukasi, metode pre-test dan post-test diberikan kepada 24 guru ABK. Alat ukur yang dipakai pada test tersebut adalah The Perceived Stress Scale (PSS), 10 butir yang dibuat oleh Sheldon Cohen (1983) dan  alat ukur manajemen waktu adalah Time Management Questionnaire (TMQ), 11 butir yang dibuat Britton dan Tesser (1991). Hasil menunjukan stres yang dimiliki guru ABK berada pada tingkat rendah, sementara manajemen waktu berada pada tingkat yang tinggi. Selanjutnya, terdapat peningkatan pada tingkat stres guru ABK dan terdapat penurunan pada tingkat manajemen waktu guru ABK selama pre tes dan pos tes.