Hong, S. Y.Steed, E. A.Meyer, L. E.Acar, İbrahim Hakkı2023-07-142023-07-142022-03-18978-111967902-8http://hdl.handle.net/10679/8514https://doi.org/10.1002/9781119679028.ch41Children with disabilities experience unique challenges in developing social skills critical to achieve their social goals. In this chapter, the authors first introduce two theoretical frameworks that can guide research and practice relevant to social competence of children with disabilities. Second, they discuss personal and contextual factors that either facilitate or hinder social development of children with disabilities in everyday interactions. Third, the authors address cultural understandings of disability that influence children's socialization within family and community contexts. In addition to personal and developmental characteristics, various contextual factors influence how children with disabilities develop social competence. Discussion focuses on how external experiences and supports impact the development of social competence in children with disabilities. Three external factors are described: intervention programs, family-school partnerships, and technology supports. Finally, the authors conclude with the implications of using social intervention approaches for children with disabilities in home, school, and community-based contexts.enginfo:eu-repo/semantics/restrictedAccessBook chapter76678310.1002/9781119679028.ch41Children with disabilitiesFamily-school partnershipsIntervention programsSocial competenceSocial developmentSocial interventionSocial skillsTechnology supports2-s2.0-85147785735