The study evaluated the implementations of Special Education Curriculum (Programme) in Special Junior Secondary Schools in Plateau State, Nigeria. To study the level of special education curriculum implementation, five research objectives were raised which were to evaluate, whether there are adequate provision of instructional materials, the teaching methods used in the implementation of special education curriculum, the qualification of teachers, the roles of parents of children with disabilities, the contribution of the host community in the implementation process. The study raised five research questions and five research hypotheses in line with the research objectives. Appropriate literature of both conceptual and theoretical frame work for the study was built on theory Context, Input, Process and Product (CIPP) model of curriculum evaluation. The research adopted descriptive survey research design which involved the use of questionnaire. The target population was four hundred and thirty six (436) while the sample population was two hundred and nineteen (219) made up of teachers and students. The research questionnaires were collected and analysed using two statistical tools, descriptive statistic and inferential statistic. At descriptive level, frequencies and simple percentage were used for the demographic characteristics of respondent while mean and standard deviation were used to answer the research questions. The hypotheses were subjected to chi-square statistical test. The outcome of hypotheses tested at 0.05 level of significance revealed that the five (5) null hypotheses were rejected. The study revealed that there are inadequate instructional materials in the schools, special teachers used the appropriate teaching methods in the implementation of special education. Parents of children with disabilities preferred to provide education to their children without disabilities; the host community supported the implementation of special education. The study recommended that the regular teachers should be encouraged for better service delivery through workshops, seminars and conferences, instructional materials be made available to special schools to cater for all categories of students living with disabilities, parent of children with disabilities should be sensitized on the causes of disabilities, benefit of special education and the right of a disabled child towards education because most parents especially the illiterate have negative attitudes towards the exceptional child. The community should know that giving education to the disabled is a right and not a privilege and they should get rid of rejection, stigmatization, stereotyping, and labeling towards persons with disabilities.