This paper presents information to assist in the planning and development of policy related to the education of very young children with disabilities. The paper first considers research-supported reasons for providing early childhood intervention services based on effectiveness data from many sources. Subsequent sections examine: (1) characteristics of the children needing services, with attention to children identified at birth, children at "biological risk" due to their prenatal status, and children at "environmental risk" due to their family or home circumstances; (2) types of developmental problems frequently encountered and the various terms used to label these problems; (3) types of services and delivery systems; and (4) implications for policy makers and practitioners, including accepted "best practices." An appendix lists seven organizational resources for information on early childhood policies and programs. (20 references) (DB)