More and more children in the educational system attend a special schooling program inclusively within regular schools, and precisely because of the specifics of their condition, such children may experience more stress, show poorer social adjustment and poorer emotional functioning compared to children without learning and behavioral disabilities. Despite the growing literature on the prevalence rates of the possible occurrence of internalized and externalized behavioral problems among children and adolescents of regular development, fewer studies have explored these topics among children and adolescents with learning and behavioral disabilities who may show even greater vulnerability to adjustment problems. Likewise, despite the growing interest in research on parental behavior and its impact on children, there is still a lack of research to date on the impact of parental behavior on the adjustment of children with disabilities. Therefore, the aim of this study was to compare children with learning and behavioral disabilities and children without these disabilities with regard to the perception of parental behavior, perceived social support and adjustment. An additional goal was to examine and compare the contribution of parental behavior and perceived social support of family and friends in explaining socioemotional and behavioral difficulties, or adjustment of children from these two groups. 184 children participated in the research, of which 84 children had an official document for adjustment of teaching due to learning and behavioral disabilities. Perception of Parental Behavior Scale, Strength and Difficulty Questionnaire and Multidimensional Social Support Scale were used in this research. Statistical analyses showed that children with disabilities reported higher levels of externalized problems and lower levels of perceived support from friends, as well as higher levels of perceived maternal control, and higher levels of perceived father acceptance compared to children without disabilities. By conducting hierarchical regression analyses, it has been shown that parental behavior and social support explained the higher percentage of variance of internalized and externalized problems and prosocial behavior in the sample of children with disabilities compared to the sample of children without disabilities. Parental behavior, especially maternal control, and social support contribute significantly to the understanding of internalized and externalized behavioral problems in children with disabilities. In the group of children without disabilities, maternal acceptance was proved to be a significant positive predictor of prosocial behavior. Family support was a significant predictor of all three criteria in the group of children without disabilities.