Early intervention is a term used to describe providing support to children as soon as developmental differences or learning needs are identified. The idea is that early childhood is a period when the brain is rapidly developing, and timely support can help children build communication, learning, regulation, and social skills. However, the phrase is sometimes used in ways that assume disabled children should be made more “typical” through intensive therapy aimed at changing behaviour or suppressing differences. Many disabled adults and advocates have criticised approaches that prioritise normalisation over a child’s well-being, autonomy, and dignity. In education and disability advocacy, many families and professionals instead emphasise early support and accommodation. This means ensuring that children receive the environments, tools, and understanding they need to thrive—such as communication supports, sensory accommodations, accessible teaching methods, and responsive care. Timely support matters because delays can close important developmental windows. When children’s needs are recognised early and addressed respectfully, they are more likely to develop skills, confidence, and a positive relationship with learning.