IMPORTANCE OF NEUROSCIENCE OF LEARNING IN SHAPING COGNITIVE ATTITUDE OF TEACHERS TOWARDS INCLUSION IN EDUCATION

India is the largest populated country in the world. As per the Census 2011 India NSSO, 2.21 percent (2, 68, 10,557) of the total population have some kind of disability, and out of the 2.9 million disabled population, 990,000 around 34 percent are out of school under the age of 14 years in India. It is gradually being accepted throughout the world that with the use of new advanced technology, supportive devices, and early diagnosis, we can accommodate developmental and accidental disability in settings of learning or acquiring new knowledge with other students of general schools. It has come to know that educating children with challenging learning needs in separate special education classrooms promotes the segregation of these children from society. Ultimately, these children have to live and enjoy their lives within their society with diversity. Hence it is the need of the hour to change the teaching-learning environment to an Inclusive learning environment where they learn to live together. Ample of studies are there shouted in one word that the negative attitude of general school teachers towards inclusion is a big challenge among all other challenges in the implementation of inclusive education. This present study seeks to bring the attention of curriculum framework experts of govt. or non-govt. institutions both on how the incorporation of an understanding of the neurophysiology of learning and other cognitive aspects of learning in teacher training programs at all levels will be helpful in changing the mindset of teachers in a favorable direction towards inclusive learning and the cognitive aspect of new knowledge will definitely help in changing the affective as well as the conative aspect of an attitude of teachers towards teaching in Inclusive classroom.