| Summary: | The article discusses three main perspectives on early intervention programs for children with disabilities. The first part of the article is focusing on the presentation of implementations of early intervention services as a response to challenges against institutionalization of children with disabilities and their separation from families in Russia, and particularly in Archangelsk city. The second part is introducing statistics of the demographical situation among child disability issues in Archangelsk city and Archangelsk region, arguing for the importance of developing interdisciplinary practices/services to support parents of children with disabilities in their needs of taking care of their child. Development of a family centered model of early intervention services through habilitation theory and practice is discussed. The third part is presenting individual cases, where children and families supported by the early intervention program meet conditions of transition to another program, because of the needs of the child to become a part of the next stage of preschool development. Each of the cases presents variations of the transitional process lifting up complicated issues, when the educational infrastructure is not prepared to meet these children because of the non-existing interdisciplinary competences and legal regulations to meet these children in preschool.
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