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Full-Text Articles in Education
Using Inquiry Based Experiential Learning To Teach Mindfulness To Students And Teachers, Jordan Fullam, Kurt Kowalksi
Using Inquiry Based Experiential Learning To Teach Mindfulness To Students And Teachers, Jordan Fullam, Kurt Kowalksi
Q2S Enhancing Pedagogy
These artifacts from a faculty learning community (Q2S Enhancing Pedagogy Stipend) are focused on developing inquiry based approaches for teaching mindfulness to preservice teaching candidates in the College of Education, CSUSB students at large, and K-12 teachers working in local schools. We created a series of experiential learning activities that will ground the teaching and science of mindfulness in students’ own firsthand experiences with mindfulness practices. In this approach, students will be asked to reflect on their own brief experiences practicing mindfulness in class, or other settings, in order to examine its potential usefulness for themselves, teachers and K-12 students. …
Our Students’ Minds Matter: Integrating Mindfulness Practices Into Special Education Classrooms, Danielle Magaldi Ph.D., Jennie Park-Taylor Ph.D.
Our Students’ Minds Matter: Integrating Mindfulness Practices Into Special Education Classrooms, Danielle Magaldi Ph.D., Jennie Park-Taylor Ph.D.
The Journal of Special Education Apprenticeship
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.