In a survey 840 parents of children with cognitive deficits who were educated either in special schools or in inclusive classes, they were asked to assess their children’s school experiences. The results showed an overall high degree of satisfaction with the schooling, but there were marked differences among the parents' assessments depending on the degree of learning disabilities and on the type of school. Satisfaction with their children’s social experiences and satisfaction with the special education curriculum depend on these two factors. All in all, more parents of children in inclusive classes were satisfied with their children’s schooling than those with children in special schools. The analysis of the causes for discontent showed that dissatisfied parents had chosen the type of school under less favourable conditions and a larger part of them is still not convinced of this necessity of additional help. This applied to parents of pupils in inclusive classes as well as to those in special schools. Furthermore, parents of children with German as a second language showed a higher degree of discontent than others.