This thesis explores parents’ perceptions of social inclusion for children with Williams Syndrome; a rare intellectual disability with a distinct social cognitive profile. 5 interviews with parents give rich understanding to what parents’ value for their child’s education, and how this is achieved. Thematic analysis highlights key similarities and differences in experiences between parents of children attending mainstream schools and one special school. Severity of disability affects how parents perceive special education. Parents of children in mainstream experience considerable challenges to inclusion, and need a key figure to support both them and their child. Inclusion is more effective when the school and parents can successfully collaborate. Parents of children in mainstream schools focus on their child’s social interactions, friendships and community values. These findings help illustrate parents’ views on different schools, and indicate how to enable effective inclusion of children with Williams Syndrome.