A multi-method cognitive and observation assessment model for identifying learning needs in Indian inclusive classrooms

This pilot cohort study examined whether combining a computerized cognitive assessment with a teacher-administered observation tool (Project Inclusion) can support early identification of learning and behavioural needs in Indian inclusive classrooms. Twenty-three students (ages 7–15) completed both assessments. The computerized assessment, the Cognitive Skills Assessment—Academic Edition (CSA-ACAD), is a brief digital battery that evaluates core cognitive processes underlying academic learning. Spearman correlations and ranked regressions identified 33 statistically significant links between CSA-ACAD cognitive skills and teacher-reported academic or behavioural concerns, with the strongest associations involving divided attention, shifting, and estimation. Subgroup analyses further revealed distinct cognitive profiles among students with sensory sensitivities or temperament-based classroom behaviours. Findings indicate that a combined cognitive–observational model is feasible, complementary, and potentially valuable for early identification in resource-constrained educational settings.