The focus of the study was a group of Irish students who have Down syndrome. The research objectives were: to identify patterns of their school placement; to explore the basis for placement decisions; to report and quantify the supports and services received; to elicit and analyse parents' evaluation of students' educational experiences, and to identify implications for educational policy. The interviews that formed the basis of the study took place between February and May 1999. The study sample consisted of parents of seventyeight students who had Down syndrome aged sixteen, twelve and eight years, living in seven counties in the Republic of Ireland. In-depth interviews with parents explored the students' educational experience from early childhood to time of interview. The study sought to elucidate their experiences in the multiple contexts which influenced their development. Part I is a review of literature. It is in three chapters. The first reports findings of studies of cognitive learning and development in students who have Down syndrome. The second compares international data regarding school placement. The third considers the concept of learning disability articulated in Irish policy documents. Part II describes the methodology. Part Ill reports the findings. The students are described and families profiled. Early childhood services and their effect on preschool are explored. Preschool experiences are described and the degree to which children were prepared for primary school analysed. The role of psychological assessment in parents' school enrolment decisions is investigated. The pattern of school enrolment and factors determining parental decisions are reported. The schools attended are profiled and in-school learning supports quantified. Aspects of student wellbeing are considered. Student academic attainment levels are reported and compared. Parents' perceptions of the students' school experience are examined. Part IV discusses the findings, and identifies implications for education policy.