PRASHAST and Inclusive Education in India: Implementation Strategies, Early Identification, and the Mainstreaming of Children with Disabilities

Abstract

Inclusive education is essential for ensuring that children with disabilities can access meaningful learning opportunities, develop their capabilities and participate in school and community life alongside their peers. However, delayed identification, limited awareness among teachers, inaccessible infrastructure, social stigma and inadequate educational support can restrict their academic and social development. In India, the Pre-Assessment Holistic Screening Tool (PRASHAST), developed by the National Council of Educational Research and Training (NCERT), provides a structured school-level mechanism for the early screening of children who may have disabilities. This article examines the implementation objectives and expected educational and social outcomes of PRASHAST within the broader framework of Samagra Shiksha, the Rights of Persons with Disabilities Act, 2016, the Right to Education Act, 2009, and the National Education Policy 2020. Adopting a qualitative policy-analysis approach, the article reviews official policy documents and the PRASHAST screening checklist to develop an implementation-oriented framework linking teacher observation, further screening, professional referral, educational accommodation and continued monitoring. The analysis conceptualises PRASHAST as an entry point to a broader support system rather than a diagnostic instrument. Expected outcomes include earlier recognition of learning needs, improved referral, greater teacher preparedness, reduced stigma, stronger family–school cooperation, increased participation and improved opportunities for educational progression. The article argues that screening must be accompanied by accessible infrastructure, individualised support, inclusive teaching practices and systematic follow-up if identification is to translate into meaningful educational inclusion.