This article examines the government policies guiding parents in education of learners with special needs in Kenya. It applies a framework that originated in Kenyan constitution 2010 and Acts of parliament to her citizen for a successful education of learners with special needs. This study was undertaken between 2015 and 2018 in Migori County. The study is guided by three objectives; to determine the role of parents in education of learners with special needs; to establish government policies that guide learners with special needs; to explore the challenges faced by parents in educating learners with special needs. The findings show that the key role of parents was active participation in their children’s IEP team; the available policies were not implemented fully. The major challenges were: schools were overcrowded; child’s disability overshadowed the child’s ability in the eyes of teachers and stigmatization in the community. The study utilized descriptive research design and descriptive analysis from 10 schools with 47 teachers, 34 children with autism and 68 typically developing peers and 10 parents. The study brought distinct pathways in the respondents’ contribution to the creation and exchange of knowledge, demonstrating learners with autism where programme participants co-created knowhow. In conclusion, legal frameworks guiding this process were available and needed to be implemented fully and parents to be actively involved in their children’s welfare