Early intervention refers to the timely and systematic provision of specialized support and services to young children with disabilities or developmental delays, typically from birth to three years of age. This proactive approach aims to identify and address the unique needs of children at an early stage to maximize their developmental potential and improve long-term outcomes. Early intervention is not only a set of practices but also a philosophy that emphasizes the importance of supporting the child’s overall growth in physical, cognitive, communication, social, and emotional domains, as well as assisting families in navigating challenges and accessing resources. The meaning of early intervention can be understood through its core components. First, it is individualized, which means that interventions are tailored to the specific strengths and needs of each child and family, recognizing that every child’s developmental trajectory is unique. This individualized planning often involves the creation of an Individualized Family Service Plan (IFSP) that sets clear goals and outlines the services to be delivered. Second, early intervention is multidisciplinary, involving collaboration among professionals such as special educators, speech therapists, occupational therapists, physiotherapists, and psychologists, who work together to provide comprehensive support. Third, it is family-centered, focusing on empowering families as active participants in their child’s development and decision-making processes. The family’s priorities, culture, and values are respected, and their role in facilitating learning and development at home is emphasized. The significance of providing early intervention to children with disabilities cannot be overstated. One of the fundamental reasons is the critical period of brain development during early childhood. The brain is most plastic and adaptable in the first few years of life, and neural connections