The process of early intervention is a critical component of Early Childhood Special Music Education. Early intervention is the process of providing services, education, and support to young children who have disabilities or to children who are at-risk of developing needs that may affect their physical, cognitive, or emotional development. The purpose of early intervention is to lessen the effects of disability, or other factors such as poverty, that may impede a child's education. Early intervention services are designed to identify and to meet a child's needs in five developmental areas: (1) communication; (2) physical development; (3) cognitive development; (4) social or emotional development; and (5) adaptive development. Early childhood special education, as defined by the Individuals with Disabilities Education Act (IDEA), is for any 3-, 4-, and 5-year-old child with disabilities who requires special education services. Some of the goals of early childhood special education programs are: (1) to promote development in all learning domains (cognitive, affective, psychomotor); (2) to build and support social competence; (3) to prepare and assist children in acquiring normalized life experiences with their families; and (4) to promote personal independence. In this article, the author discusses how music educators can assist young children in meeting these goals.