This article theoretically examines the significance of early intervention in the transition from special to inclusive education. It explores the principles of inclusive education, the interaction between special and inclusive education systems, and the role of early intervention in the development of children’s functional, social, and academic skills. Sensory integration and occupational therapy are discussed as strategies to address sensory processing difficulties and organize daily activities. Furthermore, psychological and psycho-pedagogical support, play-based learning, parental involvement, and individualized education plans are highlighted as essential for children’s social adaptation, speech and language development, motor skills, and cognitive growth. The article provides a theoretical overview and pedagogical recommendations, emphasizing the importance of a multidisciplinary approach in implementing early intervention within inclusive education.