PRASHAST App for early disability screening: A step toward inclusive education under NEP 2020

The Hindu

07-05-2025

When Seemar, a Class 7 student, excelled in public speaking and debates but struggled with focus and classroom tasks, Shivani, her class teacher, was intrigued. Seemar regularly participated in debates and performed very well in terms of confidence but would get anxious when faced with counters or if she forgot a part she had memorised. Shivani noticed signs of ADHD. This experience shaped her understanding of neurodivergence and the need for timely support.
'It made me realise that just because a child is bright in one area doesn't mean they aren't struggling in another…it is important to look beyond marks and behaviour to really understand what a student is going through,' said Shivani, a teacher at Sarvodaya Kanya Vidyalaya in Peeragarhi, Delhi.
In a major step towards providing timely support to students with special needs, Delhi's Directorate of Education is conducting school-level screenings for 21 disabilities under the RPwD Act, 2016, using the PRASHAST app. PRASHAST App will ensure early intervention for students such as Seemar.
Teachers are trained to observe visible and non-visible disabilities at an early stage, ensuring timely interventions and support. Once flagged, children will be directed to appropriate support and certification channels under Samagra Shiksha, enabling them to access resources and accommodations under various education schemes.
The initiative aligns with the vision of the National Education Policy (NEP) 2020, which underscores the need for equity-based learning and inclusion. It also reinforces the obligations laid out by the Right to Education (RTE) Act, 2009, which guarantees free and compulsory education for all children, including those with special needs.
Across India, states like Nagaland, Jharkhand, Bihar, and Andhra Pradesh are also rolling out systemic support to make education more inclusive. Nagaland is working on specialised training programmes for teachers to identify and address learning differences.
Bihar has initiated partnerships with NGOs to create awareness among parents and educators about neurodevelopmental conditions and how to support such students within government schools. Jharkhand is focusing on building inclusive infrastructure, including sensory rooms and mobile counselling units, especially in tribal regions.
Andhra Pradesh has announced the setting up of dedicated neurodiversity centres and is working on integrating early screening tools into routine school health check-ups. These varied efforts from curriculum redesign to community involvement, it is a signal of a nationwide shift toward making classrooms more welcoming, accommodating, and inclusive for every studnet.
NEP and ground realities
Aditi Gangrade, co-founder and CCO of Much Much Spectrum, a content studio that advocates for people with disabilities and neurodivergence, noted that 'children who were often labelled as lazy or disobedient may, in fact, be showing signs of learning disabilities, developmental disorders, or even psychological distress. Many of them have either lost access to support systems or been mislabelled due to casual assumptions. This initiative encourages educators to look beyond such labels and approach each child with a deeper understanding.'
An important question that arises when exploring the issue of disabilities in schools is whether these institutions are truly equipped to accommodate and support students with special needs, particularly those under the autism spectrum or with mental health conditions in areas such as bullying prevention, access to therapy, and flexible learning environments. Aditi noted that 'while early identification is crucial, it must be followed by structural support within schools. Are there trained counsellors and systems in place to prevent bullying of neurodivergent children?'
Although the National Education Policy (NEP) 2020 outlines provisions for special educators, resource rooms, and infrastructural support to foster inclusive teaching environments, the true measure of inclusivity lies in ground realities. How these policies translate into everyday practices can only be assessed through close, on-the-ground observation of school environments.
Practical concerns
Another concern that looms large among parents - what if the screening leads to schools subtly pressuring parents to withdraw their child instead of offering support or lack of support? While the RPwD Act legally protects children from discrimination and mandates inclusive education, the social stigma around disabilities and a lack of preparedness in some schools raise the uncomfortable possibility of informal exclusion.
Shivani, the class teacher at Sarvodaya Vidyalaya said while teachers have been sensitised and trained earlier in identifying both visible and invisible disabilities, the current drive formalises the process through the PRASHAST app. Further, teachers have been instructed to remain discreet, they are not to discuss observations even with fellow teachers, to avoid labelling or stigma.
When asked whether this adds to the teaching workload without being a medical expert, Shivani clarified that the process incudes an easy observation which is forwarded to an expert. 'We're not expected to diagnose or label anyone, we are simply observing how the child speaks, learns or interacts, whether there are behavioural or social concerns. We fill the assessment form and pass it on to the special educator, they then move on with the resst of the process.'
However, she admitted that a large class strength often make this task overwhelming and there is no designated number of students assigned to a special educator or class teacher. In such cases, personal attention is difficult. 'In classes with 60–70 students, it's difficult to give individual attention. With smaller class strengths, it's much easier to interact closely and notice things,' she added.
Step-by-step process
Pooja, a special educator at a school in Delhi, explained the step-by-step process that teachers are instructed to follow during student observations. The PRASHAST checklist is divided into two parts. First, all students are enrolled in the PRASHAST app using their school IDs. The class teacher then observes each student within a given timeframe, using the checklist provided. These observations are handed over to the special educator, who determines whether a student may require further assistance and categorises their needs accordingly.
If a student is flagged for further support, the principal is first consulted, followed by seeking the parents' consent for additional screening or learning assistance plans. The details of such students are also shared with the district coordinators. In some cases, students are then enrolled for a Unique Disability Identity (UDID) card or referred to a government-run resource centre, if necessary.
Special educators are not permitted to label or medically diagnose a student but are authorised to recommend further evaluation. Government resource centres provide access to clinical psychologists and therapy services, including cognitive and speech therapy. Special educators accompany students and their parents to these centres, and travel allowances are covered by the school. However, Pooja pointed out a significant challenge, the government hospitals to which schools refer students often have long waiting lists, sometimes up to a year. 'Some students have received appointments for 2026,' she said. 'By then, the behaviours and symptoms may have changed.'
Pooja explained that for students who require additional assistance, she sets three-month learning goals such as number identification or engaging in meaningful, functional academic activities. Each plan is uniquely tailored to the individual needs of the student, with the special educator assessing and deciding what kind of support or intervention is most suitable.
Dealing with stigma
Shivani and Pooja also noted that while some parents are cooperative and open to intervention, others, particularly from economically weaker sections tend to be hesitant or reluctant. 'There's fear, stigma, and sometimes a lack of understanding. Some parents argue that their child is simply underperforming and view it as an academic issue, rather than recognising that it could stem from an underlying condition,' said Shivani. In such cases, reluctant parents are offered in-house counselling by special educators or school counsellors to help build trust and awareness. 'We ensure they're included in the process, whether it's taking students to resource centres or calling them in weekly to discuss teaching plans, especially for children with hearing or visual impairments, autism, or dyslexia,' Pooja said.
Addressing concerns around school's accountabilities post-identification, Shivani stated that schools are not allowed to deny admission or pressure parents to withdraw children with special needs. 'On the contrary, we are expected to follow inclusion guidelines like provide wheelchair ramps, wheelchairs, or any physical support/help if required. The school is accountable for ensuring the child's continued learning and well-being,' she said.
This initiative represents a crucial step in fostering a more inclusive educational environment in Delhi, where students with disabilities can receive the recognition and support they deserve. While challenges such as large class sizes, long waiting lists for therapy and its cost, and resistance from some parents exist, the commitment school staff and administrations will be key to overcoming these barriers. For true inclusion to take root, it will be vital that schools continue to invest in training, resources, and infrastructural support, ensuring that no child is left behind.