This work presents consideration, general assumptions about Down syndrome and important information on the inclusion of children with Down syndrome in regular school. It is shown that inclusion can positively influence all involved parties, and by looking into relevant literature they have offered ways to help and support such children. Particularly emphasized is the importance of help and support during the inclusion of children with Down syndrome that can contribute to their better and faster development. Contemporary pedagogy inclusion is seen as an essential stand that enriches the lives of children with special needs but also other children who are in contact with children with Down syndrome. In addition, it should be emphasized that inclusive inclusion into a regular educational system plays a major role in the development of the social competence of children with Down syndrome. The aim of this work is to get acquainted with Down syndrome, the most common genetic disorder, its characteristics that differ from children to children. They also update and raise awareness of the problems of children with Down syndrome and the lives and work of their parents, educators, teachers and associates. Children with Down syndrome children should be fully involved in educational and social life. In this way, children have equal opportunities to develop their cognitive, social, physical and emotional abilities. As a conclusion it can be stated that quality assistance and support must be achieved. Quality depends on various factors such as the expertise of school staff, parents' attitudes, and the quality of communication in the relationship between professional service-teachers-parents-child. The result is that people with Down syndrome are accepted among their peers and more independent in most everyday activities.