This paper examines the historical, policy, and practice landscape shaping early childhood intervention (ECI) and inclusive education for young children with special educational needs and their families in Ireland. By tracing developments from early segregated provision to contemporary rights-based frameworks, the paper situates current practice within broader sociopolitical, legislative, and international influences. Key national and international policy drivers, such as the United Nations Convention on Rights of the Child and Irish education and disability legislation, illustrate how ECI and inclusive education have evolved. The paper critically reviews contemporary models of provision across the education and health sectors, identifies major challenges, including the disconnect between education and disability services, systemic barriers to translating policy into practice, and workforce shortages and instability. The authors call for strengthened interagency collaboration, more coherent family-centered frameworks, and a shift from child-centered toward family-centered approaches.