[en] Background: The concept of social skills has been evolving over time. In the field of education acquires great relevance, even more so for children with specific needs for educational support, since they may present difficulties and needs in the social sphere which may be aggravated by family and environmental conditions, and may result in restrictions on their occupational participation and difficulties in their present and future well-being. During the 2017-2018 academic year, students receiving educational support as a result of presenting specific need were recorded as 668,769 students, of whom 219,720 (32.9%) are associated with some type of disability or serious disorder. Therefore, the role of the occupational therapist in the school is highlighted with the functions/objectives of empowering, improving and integrating the participation of children in activities or occupations that may be altered throughout the school stage. Objectives: Explore differences in social skills, and determine the association between social skills and occupational participation in children aged 6 to 12 years with and without typical development. methodology: Quantitative observational prevalence and analytical study. It will be administered to parents/guardians and teachers/academic guardians of children between 6 and 12 years of age in ordinary primary schools in Granada (capital), the choice of participants will be made by simple random sampling. The techniques used to collect information will be the standardized tools: Strengths and Difficulties Questionnaire (SDQ) and the Child and Adolescent Scale of Participation (CASP) and an own ad-hoc questionnaire.

[gl] Introdución: O concepto de habilidades sociais foi evolucionando ao longo do tempo. No ámbito educativo adquire unha gran relevancia, se cabe aínda mais nos nenos con necesidades específicas de apoio educativo, xa que poden presentar dificultades e necesidades no ámbito social que poden verse agravadas polas condicións familiares e da contorna, e derivar en restricións na súa participación ocupacional e en dificultades no seu benestar presente e futuro. Durante o curso 2017-2018 recóllese que o alumnado que recibe apoio educativo como resultado de presentar necesidade especifica ascendía a 668.769 alumnos dos cales 219.720 (32,9%) está asociado a algún tipo de discapacidade ou trastorno grave. Por iso, destácase o papel do terapeuta ocupacional na escola coas funcións/obxectivos de potenciar, mellorar e integrar a participación dos nenos nas actividades ou ocupacións que poidan verse alteradas ao longo da etapa escolar. Obxectivos: Explorar as diferenzas nas habilidades sociais, e determinar a asociación entre as habilidades sociais e a participación ocupacional en nenos de 6 a 12 anos con e sen desenvolvemento típico. Metodoloxía: Estudo cuantitativo observacional de prevalencia e analítico. Administrarase a pais/titores e mestres/titores académicos de nenos de entre 6 a 12 anos en colexios ordinarios de Educación Primaria de Granada (capital), a elección dos participantes realizarase por unha mostraxe aleatoria simple. As técnicas utilizadas para recoller información serán as ferramentas estandarizadas: Strengths and Difficulties Questionnaire ( SDQ) e a Child and Adolescent Scale of Participation ( CASP) e cuestionario de elaboración propia ad- hoc.