This review of the literature addresses key considerations in the friendships of children with intellectual disabilities and is organized into four areas of friendship: perceptions, sports, social skills training, and setting effects. The study found that children with disabilities view their social relationships with peers favorably, despite the limited quantity of such relationships. Additionally, children with disabilities have limited access to peers and have limited skills in establishing friendships. Results suggest that children with disabilities would benefit from more exposure to peers in all settings. Other findings include: students with intellectual disabilities in mainstreamed schools tended to have more friends than similar students in special schools; participation in sports improved the self-esteem and friendship activity for students with intellectual disabilities; children with disabilities have very little contact with peers outside of school; training in social skills increased the number of social interactions (mostly positive) for children with disabilities; and peer training in social skills is the most effective. (Contains 24 references.) (DB)