The Relationship between Inclusive and Cognitive Education and New Acumens in Brain-Gene-Environment Interaction
If adequately implemented, Inclusive education may have a crucial influence on the development and learning of a student "facing impediments to education," as well as on generally developing peers and on the educators. The impediments to learning a child experiences may emanate in the child's neurological functioning, but maybe also as a result of or encouraged by environmental impediments, for example in attitudes or (absence of) competencies of educators, peers, parents, (absence of) assistance, material support and the like. Cognitive education refers to the initiation of transverse cognitive skills or executive functions, for example, the capacity to consistent attention, to desist from imprudent behavior, to increase working memory, to associate and to employ a refined form of language. Cognition is the foundation of learning in the absolute sense. The paper will further divulge into the Psychological and Educational Aspects of Inclusion, for example, evidence founded strategies for strengthening learning, conceptualizing inclusive education, math education, socio-emotional characteristics of inclusion, peer education, dynamic assessment, teacher capacity building for inclusion and persons with intellectual disability to be involved as teaching assistants.
Keywords - Inclusive Education, Neurological Functioning, Psychological and Educational