This paper explores the pupils’ perspective of teaching Math to people with Down Syndrome with a special emphasis on inclusion of learners in vulnerable positions within the class room. The study will draw upon the project ” Yes we can” which was organized in 2010-2011 about enhancing the teaching of mathematics to people with Down Syndrome.

A lot of interesting results seem to emerge from the survey as well as the development and try out of the material of the project. Some of the results are pointing to the distribution of competences and skills within the understanding of both verbal, conceptual and image related understanding as well as the distribution of relations between daily life and mathematical understanding, pointing to the importance to relate to daily life. Especially some of the results point to the relational and social perspectives of Mathematical educational development.

The Yes-We-Can study was conducted in five countries: Austria, Romania, Germany, Italy and Denmark, in Denmark by the UCC, Copenhagen. The questionnaire as the development of material and train-the trainer activities were directed towards 400 people who were either related as parents or professionals to people with Down syndrome. In this respect the study in many ways represent a study of intercultural education in Europe as well.

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