This article is an introduction to the special issue on universal social emotional interventions and students with or at risk for disabilities. A series of studies across development demonstrate that students with or at risk for disabilities benefit from universal intervention while they are in general education classrooms. A conceptual framework in which universal interventions are considered vital and that other more intensive interventions are construed as being enveloped within universal supports is presented. Articles in this issue contribute significantly to a greater understanding of the importance of universal social emotional interventions for all students, including those with or at risk for disabilities.

本文是对有关普遍社会情感干预以及有残疾或有残疾风险的学生的特殊问题的介绍。一系列关于发展的研究表明，有残疾或有残疾风险的学生在普通教育教室中时，可以从普遍干预中受益。提出了一个概念框架，在该框架中，普遍干预被认为是至关重要的，而其他更密集的干预则被解释为包含在普遍支持内。本期的文章对更好地理解普遍社会情感干预对所有学生（包括有残疾或有残疾风险的学生）的重要性做出了重要贡献。