This study aimed to look for evidence in the literature about the inclusion of children with Down syndrome into the regular education system. A review of the literature was undertaken, looking for articles in PubMed and PsycINFO, using the keywords Down syndrome, schools, mainstreaming (education), education, infant, newborn, adolescent, child, and preschool, between 1994 and 2007. Eight articles were selected. The analysis of the articles enabled us to identify the following theme: experiences and recommendations for inclusion. Data from this review, which mostly resulted from experience reports, indicated that the factors that either collaborated with or made the inclusion process of the child with Down syndrome into the regular education network more difficult were related to the school itself, the parents and the teacher. The results of this study offer possibilities for improving the inclusion process, while also presenting the challenges and indicating the need for further research, the results of which have practical applications.