This thesis is about the inclusion of children with Down syndrome into reguar preschools. It talks about the disabilities of children with Down syndrome and how their families and educators contribute to the inclusion of these children into regular preschools. It describes the behaviour of these children in schools, and the influence their peers and the environment have on them. The thesis aims to show the functioning of inclusive kindergatens, educators' role, school councelors' role, and the role of families of children with Down syndrome. It is very important to support families of children with Down syndrome by numerous councelings, so as to perform the inclusion of these children successfully. Children with Down syndrome are cheerful, merry and warm, so they need to be included into regular pre-school programmes, because it contributes to their upbringing. The inclusion of children with Down syndrome contributes to their socialization, to them making friends with children who have no developmental disabilities, and to their speech development. It boosts their independence and it creates certain habits that would be very useful later in life. In order to succeede in this, they need to be given proper education, and the school educators and councelors need to cooperate with these families and children.