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 students 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 standardised Transition Profile: an Indian adaptation of the global best practice of Individualised Transition Plans (ITPs). The analysis is expected to highlight systemic challenges, including limited student self-advocacy, delayed disability disclosure, 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.