Background: Children with intellectual disabilities are at risk of becoming victims of abuse. However, persons working with this population often lack knowledge on how to interpret signs of abuse. The purpose of this study was to identify and socially validate signs of abuse in children with disabilities. Method: The study employed a mixed-method sequential design. The first phase consisted of a rapid review of publications that described signs of abuse in children with disabilities (n = 23). The second phase included social validation using an online survey. The participants were professionals working with disability and/or child abuse (n = 39). Results: A significant difference between the 10 highest rated signs of abuse compared to the 10 lowest rated signs was found. Group comparisons between participants showed significant differences in the ratings of eight signs. Conclusions: The results from the study can provide guidance to the accuracy of signs of abuse in children with disabilities.