This study aims to determine the impact of special education programs on students' learning and education in today's schools in Thailand during the School Year 2024-2025. The study included kindergarten teachers and parents of learners with disabilities as the respondents of the study. The results revealed that On the factors that indicate the participation of the learners with special needs in a special education program according to the teacher-respondents’ assessment, most of the learners with special needs are catered in the mainstream classes inclusion as type of special education program, the learners with special needs are attending two to three times a week but most of them attend every day in the specified special education program having a maximum duration of participation of six months to full school year in the specified special education program. The results also reveals that most of the learners with special needs are receiving academic interventions as support services but shows small regarding speech and occupational therapies. Lastly, most of the learners with special needs have mild to moderate severity of disability attending in the specified special education program and few in numbers with severe disability. Moreover, all the indicators on the level of perceived effectiveness of special education to the learners’ progress in terms of quality of instruction, relevance of individual learning plan, availability of support services, teachers’ competence, parent’s collaboration, and availability of learning resources are verbally interpreted as “Moderately Effective”. Likewise, all the indicators on the impact of special education programs on the development of learners with special needs in terms of academic improvement, positive behavior, communication skills, functional life skills (WM=2.98), and learning engagement are verbally interpreted as “High Impact”. To add, there are significant differences in the perceived level of effectiveness of a special program between teachers and parent-respondents when grouped according to factors that indicate the participation of the learners with special needs in a special education program when grouped according to type of special program, frequency of service, support services received, and severity of disability but there is no significant difference when grouped according to duration of participation as factor that indicate the participation of the learners with special needs in a special education program. Meanwhile, there is a significant positive relationship between the perceived effectiveness of the special education program and its impact on the development of learners with special needs.