Bridging the Policy–Practice Divide: Faculty Perspectives and Institutional Preparedness for Transition Planning of Students with Specific Learning Disabilities in Indian Higher Education

Despite progressive national frameworks like the Rights of Persons with Disabilities Act (2016) and the National Education Policy (2020), the transition from school to higher education remains a critical policy–practice gap for student to with Specific Learning Disabilities (SLD) in India. The present study will investigate this gap through a purposive sample of faculty from higher education institutions of special education situated in Delhi NCR. Employing a survey design, an expert survey will be conducted to explore faculty perceptions of student readiness, institutional capacity, and the feasibility of introducing a standardized Transition Profile: an Indian adaptation of the global best practice of Individualized Transition Plans (ITPs). The analysis is expected to highlight systemic challenges such as limited student self-advocacy, delayed disclosure of disability, inadequate faculty preparation, and weak policy translation at the institutional level. The study will offer evidence-based recommendations for bridging this gap through structured transition documentation, targeted capacity-building, and clear institutional guidelines to advance India's inclusive higher education agenda.