This paper first analyzes the situation of special needs education in the province of KwaZulu-Natal (South Africa) and then reports on qualitative research on three inclusive education initiatives in the province involving children with Down Syndrome at the primary school level. Current developments in the province include the continued existence of gross inequalities for children with disabilities and the continuation of separated special schools segregated by disability and race. Three case studies of children with Down Syndrome fully included in primary schools are described in terms of the characteristics of successful inclusion, such as a commitment to making it work with no particular preparation for inclusion; no constraint in views of what resources should be available; open-minded staff; vigilance, accountability, and advocacy; and suitable administrative and legislative arrangements. Priorities for children with Down Syndrome are discussed, including the need for valuation of diversity rather than normalization, information dissemination, and fostering of open views about the curriculum and curriculum development. (Contains 10 references.) (DB)