JONAED

Inclusion of students with special needs is prevalent in many countries. One of many goals of inclusive education is to give students with disabilities the opportunity to participate in the least restrictive environment so that they receive as much education as possible with non-disabled students. Disability here covers both physical and cognitive domains but one finds that inclusive education in most countries - Nigeria inclusive - focus on mainstreaming learners with physical challenges, especially the hearing impaired learners, visually impaired learners, and physically impaired learners into regular classrooms with all the attendant supports required, while the learners with cognitive challenges and non-academic inclinations are overlooked. These groups of learners are rarely identified in the inclusive classrooms with the implication that little or no provisions and supports are made for them. This paper x-rayed the overlooked component of inclusive education with specific reference to slow learners, learners with learning disabilities (dyslexia, dysgraphia, dyscalculia), and learners with non-academic inclination. The paper recommends that cognitive component of inclusive education be recognized and catered for by concerned authorities. Special education component of teacher education should also cover special cognitive needs of learners so challenged. It is important to provide educators with necessary orientations and training on special cognitive needs of some learners in inclusive classrooms. Adequate resources and support should also be provided to meet the needs of these learners.