<![CDATA[Early childhood education serves as a critical foundation for children's development, particularly during the golden age when visual impairments like mild blindness require multisensory compensation through touch, hearing, and movement to prevent delays in cognitive, social, emotional, and motor domains. This study aims to analyze the implementation of multisensory educational play tools (APE) to enhance learning for a child with mild visual impairment at TK Nurul Taqwa. Employing a qualitative case study approach, the population comprised Group B children with special needs and their teachers, with purposive sampling of one 5-year-old boy, Alfarizki, and his classroom teacher. Instruments included participatory observation guidelines, semi-structured interviews, and documentation sheets, analyzed thematically via Miles, Huberman, and Saldaña's model with triangulation for validity. Findings reveal improved engagement, concept comprehension, motor independence, and social interaction through tactile-auditory games, transitioning Alfarizki from passive to active participation. In conclusion, multisensory APE proves effective for inclusive PAUD, recommending teacher training and curriculum integration despite limitations in generalizability.]]>
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