Abstract

Early childhood is foundational for cognitive, linguistic, and socio-emotional development; however, children with disabilities—specifically those who are deaf, blind, or neurodiverse—remain largely marginalized in conventional early learning settings. This study aims to design, pilot, and validate an inclusive Baalwadi model integrating multisensory pedagogies and universally accessible infrastructure to promote equitable learning opportunities. Grounded in Universal Design for Learning (UDL) frameworks and aligned with the Rights of Persons with Disabilities Act (2016) and the National Education Policy (2020), this research employs a participatory, design-based methodology involving key stakeholders including educators, parents, and disability experts. It explores the combined use of sign language, tactile resources, audio description, and assistive digital technologies to enhance foundational literacy, communication, and social integration. Empirical fieldwork in selected Baalwadis across Vadodara and Mumbai documents best practices, identifies barriers, and co-develops interventions. The expected outcomes include a replicable, evidence-based model and actionable policy recommendations to advance early childhood inclusion within India’s ICDS and NEP frameworks. Contributing to ICSSR’s Divyangjan domain on Inclusive Infrastructure, this study foregrounds innovation, accessibility, and inclusive pedagogy as imperatives for transforming early learning ecosystems.