In view of the fact that Lebanon does not currently have a special education infrastructure, the purpose of this exploratory qualitative study was to understand the phenomenon of educating children with Down syndrome (DS) in Lebanon in terms of the meanings mothers ascribe to it and their description of their experience. The intent was to develop a conceptual ordering of the dynamics of the process that explains their experience and to identify critical factors that surround their quest for educational and related services for their children with DS.

Empirical materials were collected through individual, face to face, semi-structured, long, qualitative interviews with 12 urban mothers of children with DS who are in the elementary school age range. Analysis of the empirical materials revealed that mothers are the vital and driving force behind securing programs for their children with DS and that they go through the following four related processes: (1) adapting to a new reality, (2) pursuing educational programs and related services, (3) accommodating to uncertainty, and (4) preserving self. In addition, four key factors in educating children with DS in Lebanon were identified: (1) financial resources, (2) mother‘s background and characteristics, (3) support, and (4) religion. After discussing these empirical findings and comparing them with extant literature, recommendations for research, practice, and policy development are provided.