Ninety parents of children (mean age 9.3 years) with Down syndrome and their children's teachers were surveyed to investigate the success of inclusive practices. This study examined responses on parent and teacher questionnaires and parent anecdotal records. Several factors influenced parent reports of successful inclusion experiences, including: (1) preparation of the teacher; (2) format of the curriculum (lesson plans and materials); (3) curricular style of the teacher; (4) classroom management style of the teacher; (5) unity between special education and typical education; (6) parental confidence in professionals; (7) child contact and encouragement from peers; and (8) if the child had friends in class. The teachers found inclusion challenging, rewarding, and of great value to their typical education students as well as children with Down syndrome. The report describes learning characteristics of individuals with Down syndrome and makes suggestions for classroom practice in the areas of attention, memory, concept attainment, meditational strategies and paired associates, transfer of learning, and student motivation. Difficulties in speech and language, reading, and math skills are also described, accompanied by suggestions for classroom practice. Appendices include the parent and teacher surveys. A bibliography with 40 listings is included. (CR)