ABSTRACT
In recent decades, interest in applying mindfulness-based programs in supporting children and adolescents has been growing. Evidence on the benefits of mindfulness among children with special educational needs, including attention-deficit/hyperactivity disorder, autism spectrum disorder, and intellectual disability, have aroused the attention of practitioners and researchers. In this chapter, a critical review on studies on these areas of interest is provided and some practice issues related to applying mindfulness to children with special educational needs are included. Specifically, studies conducted in the East and the West are highlighted. While there are queries that children are too young to benefit from the mindfulness practice, the roles of parents and teachers in supporting children with special educational needs in their family and schools should also be considered.
