This study aims to analyze the implementation of early intervention programs for Children with Special Needs (CSN) in inclusive Early Childhood Education (ECE) institutions through a Systematic Literature Review (SLR) approach. The study examined 15 scholarly articles published between 2019 and 2025 to provide a comprehensive overview of practices, strategies, and challenges in early intervention implementation. The analysis revealed that early intervention programs in inclusive ECE primarily focus on comprehensive assessments, the development of Individualized Education Programs (IEP), and collaboration among teachers, parents, and professionals. Implementation models include integrative learning in regular classrooms and specialized interventions in resource rooms using structured play approaches. The success of these programs largely depends on the competence of Special Education Teachers (SET), ongoing professional development, and cross-sectoral support such as psychological services and collaboration with external partners. This study emphasizes that structured, collaborative, and assessment-based early intervention is essential for optimizing the developmental potential of children with special needs in inclusive ECE settings.