The study examinedthe extent existing Policies in Uganda Facilitate Education and Learning of Children with Special Needs In Inclusive Primary Schools.The objectives of this study were: to find out the level of awareness of the policies in Uganda that support education among the respondent, to study the extent to which the existing policies’ has facilitated learning of children with special needs and to identify how policies has supported education of children with special needs in Uganda. The study also had one hypotheses: Ho1there is no relationship between existence of policies and learning of Children with Special Needs in an inclusive setting. Both Quantitative and qualitative research methods were used which employed a survey design. A population of 4800 was targeted for the present study. These included 4466 teachers, 8 District Education Officers, 322 head teachers and 4 commissioners from Kisoro District and Kampala Capital City Authority and a sample of 222 teachers was involved in the study. These included 22 head teachers, 194 teachers, 4 District Education Officers and 2 commissioners from Kisoro District and Kampala Capital City Authority. The investigator used Interview schedules and Questionnaires to collect data. Data was analyzed and interpreted using descriptive statistics applying Frequency count, Percentages, Chi-square and Critical Ratio. The findings of the study revealed that more than 50% of respondents were aware of the existing policies in Uganda that support education and learning of children with special needs in inclusive setting. The findings reveled that the most common policies known by the majority of repondents were the Constitution (87.6%) and Universal Primary Education policy (97.9%) while some other policies were known by few of respondents these included Children Statute, Disability Policy, Persons with Disabilities Act and Inclusive Education policy.The hypotheses ”there is no relationship between the existence of policies and learning of children with special needs” was rejected, it was found out that the existence of policies have facilitated learning of children with special needs. The study further revealed that alot has been done in inclusive schools due to the existence of policies. It was revealed by the majority (69.1%) that the existence of policies has greatly encouraged education for all and improved on enrolment of children with special needs in inclusive schools. It was further found that some other activities have been not done and others are still being done. These included: provision of instructional materials, increase of teachers’ pay and recruitment of teachers to teach in inclusive schools.