Inclusion is a right, not a special privilege. The Indian Constitutions Article 21A recognizes education as a right, for all children. The concept of inclusive education rests on the belief that every child has the ability to learn and reach their potential when given a chance to participate in school provided with necessary resources and taught in a way that suits their individual needs (Handbook of Inclusive Education, p.13). Various educational policies, programs, acts and laws. From the Kothari Commission to the National Policy on Education 1968 Integrated Education for children (IEDC) in 1974 National Policy on Education 1986 Programme of Action 1992 Salamanca Statement in 1994 persons with disability act 1995 Sarva Shiksha Abhijan 2001 National Curriculum Framework 2005 United Nations Convention on Rights of Person with Disabilities (2006) Right to Education Act 2009, RPWD Act 2016 have discussed inclusion in varying manners (Handbook of Inclusive Education p. 45-47). Recently the National Education Policy (NEP) 2020 has underscored the significance of Inclusive Education and inclusive classroom practices for fostering development of every student irrespective of their backgrounds or abilities (NEP, 2020, p. 24). This research paper aims to contribute to the conversation about enhancing mathematics education in classrooms by incorporating insights, from cognitive load theory. This study delves into the idea of load theory (CLT). How it can be utilized in teaching mathematics to students, in inclusive classrooms, particularly those, with varying learning requirements. Inclusive mathematics classrooms can be enriched with meaningful learning experiences for all learners by teachers who tailor their instructional strategies depending on different and unique cognitive profiles of students. The initial part of the paper gives an introduction to the theory of cognitive loads. It also outlines why teachers must have knowledge about cognitive load theory since it is essential in inclusive classrooms for better teaching practices. The second section focuses on the obstacles and opportunities to implementing cognitive load theory into inclusive math classrooms, such as differences in thinking skills, prior knowledge, et cetera. Inclusionary techniques suggested by Cognitive Load Theory are vital towards facilitating a positive environment in which students with varying abilities can learn together in maths classrooms. If teachers emphasize effective instructional design, they would make their educational experience more comprehensive for each others consideration so that everybody succeeds at school and has a positive educational experience.