Special education programmes must include high quality services to enhance children with disabilities (CWD) in all aspects of their development. This study aims to assess special education programmes (SEP) in Jordan from the perspectives of parents of CWD. Two different SEPs were assessed: inclusive education (IE) in regular schools, and special education centres (SECs) in a segregated setting. A qualitative interpretive methodology was employed which used semi-structured interviews to collect data from 40 parents of CWD. Data analysis followed pattern coding and cross-case analysis methodologies. Two major themes related to the research questions emerged for the findings: the effectiveness of SEPs from the parents' perceptive, and the changes required to SEPs. The results are discussed and suggestions are made for improving the quality of SEPs.