Integrating Mindfulness into Educational Curricula for Students with Intellectual Disabilities: A Conceptual Analysis

Author(s)	Ms. Mahima Chaudhary
Country	India
Abstract	Mindfulness—defined as the awareness of the present moment with acceptance and non-judgment—has gained global attention for its role in improving emotional regulation, attention, and well-being. For students with intellectual disabilities (ID), challenges such as reduced attention span, emotional dysregulation, and behavioral difficulties often impede learning outcomes. This conceptual paper explores the integration of mindfulness into educational curricula for students with intellectual disabilities. Drawing from international and national literature, it examines theoretical underpinnings, identifies research gaps, and proposes frameworks for implementation. The study argues that structured mindfulness-based interventions (MBIs) can significantly enhance focus, emotional regulation, and social inclusion. It concludes with practical recommendations for educators and policymakers to embed mindfulness within special education settings as part of inclusive pedagogical practices.
Keywords	Mindfulness, Intellectual Disabilities, Inclusive Education, Emotional Regulation, Educational Curriculum
Published In	Volume 7, Issue 5, September-October 2025
Published On	2025-10-18
DOI	https://doi.org/10.36948/ijfmr.2025.v07i05.58282

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