Education is one of the foundational pillars of society, upon which development thrives and flourishes. Therefore, it is important for a nation to equip its citizens with quality, affordable and sustainable education for promoting equity, equality, justice, moral values, and democratic ideals. Since the National Education Commission (1964-66), the government has promoted the idea of providing education to handicapped children in mainstream schools. When we talk about inclusive education, it is meant for 'all learners' with special reference to those who are vulnerable to marginalization. An Individualized Education Plan (IEP), is often discussed while providing education to students with Special Needs(SN). However, every child learns differently and therefore should be taught and assessed according to his/her individual need, interest, desires, maturity, and ability. This study aims to analyse whether the contemporary curriculum of foundational and preparatory classes is individualised, inclusive and developmentally appropriate. This study also proposes to develop a global Developmentally Appropriate Individualised Education Plan (DA-IEP) framework based on the principles of Developmentally Appropriate Practice (National Association for the Education of Young Children, 1987) for children studying in foundational and preparatory classes as these are the years where the foundation of personality is laid down for the rest of their lives. The findings of this study will elucidate the importance of providing meaningful learning experiences to learners so that they enjoy and relish the process of learning. It is hoped that the findings of the study would contribute enormously to the field of education by emphasizing the importance of education that is developmentally appropriate henceforth, educators can plan curriculum and classroom teaching as per the needs of the individual child.