Study Objective: This study objective is to identify the differences between included and non- included children diagnosed with Down Syndrome regarding their IQ and academic achievement level; in addition, to identifying the impact of inclusion environment on both variables. Study Sample: It is consistent of (30)  included students and non-included students divided into two groups as follows: -       The experimental group that consists of (15) students of included Down syndrome students. -       The control group that consists of (15) students of non-included Down syndrome students. Instruments: the study uses these instruments: 1-   Stanford Binet Intelligence Scale-Version IV. 2-   Scale of Socio-Psychological Adjustment. The General Results and Study Conclusions: -       The study indicates through the researcher's work that there are significant statistical differences regarding the socio-psychological adjustment level in the IQ ratio of study populations of the included Down syndrome children compared to the group of non-included Down syndrome children. -       There are significant statistical differences regarding the socio-psychological adjustment degree between the included and the non-included children. -       There are significant statistical differences regarding the academic achievement degree between the included and the non-included children. -       There are no significant statistical differences in the full score of the academic achievement among the included children diagnosed with  Down syndrome symptoms due to difference of the school they are belonging to.