ABSTRACT
This chapter reviews mindfulness teaching from an inclusive and flexible perspective in which activities are adapted to the needs of the participants rather than a closed curriculum that is designed to be delivered in a set sequence with specific content each session using a manualized curriculum as might be found in a community setting for participants without a diagnosed condition that may preclude them from attending. A curriculum such as this may not have the flexibility to allow the teacher to adapt activities for the needs of the individual and a significant gap may then arise. This chapter begins by exploring what teachers can do before teaching in terms of gathering information and planning, what they can do as they begin to teach to set up a safe learning environment for teaching mindfulness to special populations and what to do in the midst of teaching should any difficulties arise and then finally what they can do to follow up.
