Mindfulness in the Inclusive Classroom

Thu, 1/31: 3:30 PM  - 4:15 PM 
Poster Session 
Thursday, January 31, 2019 
Indiana Convention Center 
Room: Poster 4, Wabash Ballroom 2 
PDHs: 0.75 


Many gifted children have a heightened sensitivity to their surroundings, events, to ideas, and to expectations and this constant striving to live up to self-expectations--or those of others--to be first, best, or both can be very stressful (Kaplan, 1990). Students identified with gifts and talents are likely to set unrealistic goals for themselves and often feel the pressure of high expectations from significant others (Yadusky-Holahan & Holahan, 1983). Recognizing these traits in our students, we implemented a mindfulness curriculum and collected and analyzed data from two inclusive classrooms in a school for the creative and performing arts that included 2e students. 

Learner Outcomes

Participants will be able to:
1. Describe the unique needs related to stress and anxiety of students identified as having gifts and talents and those identified as twice-exceptional (2e).
2. Explain the rationale for implementing mindfulness.
3. Engage gifted and 2e students in mindful activities throughout the year.

Session Leader

Dusty Columbia Embury, Eastern Kentucky University, Richmond


Laura Clarke, Eastern Kentucky University, Richmond

Primary Topic Area - Required

Gifted and Talented

Secondary Topic Area

Autism Spectrum Disorder/Intellectual Disabilities