Based on the aforementioned studies, it has been determined that children with specific learning disorders have weak cognitive flexibility and academic self-regulation, which indicates the need to investigate the effect of training these structures with different cognitive-behavioral methods in these children. Therefore, considering the conceptual relationship between mindfulness interventions and exercises (with an emphasis on attention, focus, and staying in the moment) and executive functions (cognitive flexibility), and considering that so far not many studies have been conducted to investigate the effectiveness of mindfulness-based cognitive therapy on improving cognitive flexibility and academic self-regulation in students with specific learning disorders, and considering that few studies have been conducted in the field of rehabilitation have used techniques different from the techniques in the present study, and on the other hand, with awareness of the importance of choosing the best treatment method, the need to pay attention to the specific learning disorder and the need to use new treatment strategies in these individuals is clear, and determining the effectiveness of each of these methods can be effective in the treatment process. Therefore, the present study seeks to answer the question: Does mindfulness-based cognitive therapy have a significant effect on improving cognitive flexibility and academic self-regulation in students with specific learning disabilities?