This article explores the usefulness of mindfulness practices in special education classrooms. Mindfulness is defined as the ability to regulate and control one’s attention with an orientation toward the present moment. Mindfulness practices of breathing, imagery, movement, reflection, and acceptance exercises are described along with research on the social, behavioral, and attentional effects following mindfulness interventions. The article concludes with practical considerations for special educators considering implementing mindfulness practices into curriculum, along with future directions for mindfulness in the field of special education.
Magaldi, Danielle Ph.D. and Park-Taylor, Jennie Ph.D.
"Our Students’ Minds Matter: Integrating Mindfulness Practices into Special Education Classrooms,"
The Journal of Special Education Apprenticeship: Vol. 5:
2, Article 4.
Available at: https://scholarworks.lib.csusb.edu/josea/vol5/iss2/4