International and national policy documents support the provision of free public education for all children in regular schools, including children with disabilities. This paper is drawn from a study that investigated the perceptions of educators, parents and teachers in three rural districts in Kenya where national policy supports inclusive education consistent with the United Nations Convention on the Rights of the Child. A qualitative research paradigm utilizing a multiple case study focused on how social experiences are created and given meaning by participants in rural Kenya schools. Interviews and focus group discussions were used to collect data from three purposively selected case study schools. 42 participants were interviewed: 24 parents, 3 SEN teachers, 6 regular teachers, 3 head teachers, 3 district quality assurance and standards officers, as well as 3 focus group discussions, 3 observations and documentary analysis. The major findings of the study were that children with SEN are described in very derogatory terms and their education is seen as requiring ‘experts’ and ‘special’ resources usually unavailable in regular schooling. There was also a disconnect between SEN policy and practice, and between the various stakeholders. The conclusion drawn is that the notions of ‘expert’ and ‘special’ led to the exclusion of children with SEN from regular schooling and society which is against the principles of the United Nations Convention on the rights of the Child that Kenya ratified and has entrenched in its laws and policies. There is need to persuade parents and teachers that children with SEN are worthy of an education and that they can also benefit from regular schooling.