The policy-practice divide in the placement of children with disabilities: a PRISMA-informed structured literature review and comparative policy analysis of the RTE Act 2009, RPwD Act 2016 and NEP 2020

India's legal and policy framework for educating children with disabilities has evolved from an access-oriented approach to a rights-based and reform-oriented model. This study examines the policy-practice divide in the placement of children with disabilities through a PRISMA-informed structured literature review and comparative qualitative policy analysis of the Right of Children to Free and Compulsory Education Act, 2009 (RTE), the Rights of Persons with Disabilities Act, 2016 (RPwD), and the National Education Policy, 2020 (NEP). Published Scopus-indexed literature and key legal-policy documents were analysed to examine implementation challenges. Findings indicate that while the three frameworks collectively strengthen inclusive education through provisions for admission, reasonable accommodation, teacher preparation and educational participation, implementation remains constrained by inadequate coordination, limited teacher preparedness, inaccessible infrastructure, inconsistent monitoring and state-level variation. The study argues that inclusive placement should be evaluated not only by school enrolment but also by participation, achievement, dignity and appropriate support. It concludes that India's principal challenge lies in translating progressive legal commitments into adequately funded, accountable and effective classroom practices.