The introduction notes the estimate that 1 million children are abused annually, and many of them have disabilities. Many special educators are concerned about children who are abused, since they require additional attention and support to overcome the disabling effects of abuse. A synthesis of relevant research advises that types of abuse include physical and mental injury, sexual abuse or exploitation, negligent treatment, and the maltreatment of children. Each State has a legal definition of abuse. Disabled children have been found to comprise a disproportionate number of child abuse cases, and special issues arise in cases that involve both sexual abuse and disabilities. Some factors associated with parents who abuse their children have been identified. It is unclear whether children who have disabilities are at greater risk of being abused, but there are certainly cases in which abuse has created physical disabilities and health problems. A discussion of implications for practitioners concludes that educators are in a unique position to identify and report behaviors symptomatic of abuse and neglect. Variations in State laws and reporting requirements result in variations in districts' referral processes. A discussion of implications for program development and administration advises that steps for establishing effective reporting procedures have been identified. Preventative measures include school programs and support for parents of children with disabilities, preventative programs for students, and measures for preventing institutional abuse and abuse by school staff. 85 references and 35 resources