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Abstract: The article presents a detailed analysis of the changes in the special education system for people with disabilities that have occurred over the last two decades. This period was defined as the period of transformation of the existing organizational forms and search for the new ones, adequate to the needs of society at the present stage of its development. The article discusses such a promising direction of special pedagogy as organization and implementation of early comprehensive assistance to children with disabilities and their families. It analyzes the most effective forms of organization and implementation of psycho-pedagogical support of little children with developmental disabilities. Is considers the main contingent of children of early and preschool age, requiring special educational conditions in pre-school departments of educational institutions. It focuses on a multidisciplinary approach at various stages of psycho-pedagogical support of children with developmental disabilities and their families. It considers the work of psycho-pedagogical consultation with little children in the educational establishment. An important aspect of reforming the system of special education was the introduction of inclusive education for children with disabilities. Inclusion of children of early age is promising and the least developed direction. The article presents the model of inclusive education of young children with disabilities in the team of typically developing peers. In conclusion the article identifies the perspectives of the educational services for little children on the basis of public and private educational organizations.