Across India, many Deaf children experience language deprivation, missing consistent access to a fully accessible language during the critical early years of life. Without early exposure to Indian Sign Language, language development, learning, and social-emotional growth can be significantly affected. This is compounded by classrooms where Indian Sign Language remains inconsistently used, curricula that rarely reflect how Deaf children learn best, and teachers, both hearing and Deaf, who often lack the training and resources to deliver effective bilingual education. The result is a system that limits Deaf children's access to quality education, not because the commitment is absent, but because the necessary structures, training, and support have yet to catch up. The Language Acquisition Project responds by identifying three areas where change is both necessary and possible: Social and Emotional Learning, to support self-reflection and leadership growth; Bilingual Education using visual and digital resources, to strengthen classroom practice and teaching tools; and Deafhood and Allyship, to build genuine collaboration between Deaf and hearing educators through shared understanding.