This article looks first at the aims of education and goes on to argue that special schools cannot offer the same benefits as regular schools. It cites research studies that have demonstrated the benefits of full integration (i.e. inclusion) of children with Down syndrome for the attainment of academic and social skills. The authors acknowledge that for some families inclusion will not be easily achieved; they offer advice to parents seeking inclusive placements and warn against partial integration. They also argue that attitudes of educators are more important than the disability in ensuring successful inclusion. Keywords: Education, School age