The pwpose of this study is to investigate the practice of school rules and regulations inrnrelation to inclusive education in southern Tigray secondary schools. The study mainly focusesrnon how the schools' respondents understand and respond to inclusive school rules andrnregulations to maximize their fullest potentials. To put this in to effect, qualitative approach isrnemployed. Five principals, twenty PTA and thirty-five leaders of students ' council / wererninvolved in this study. Semi- structured interview and analysis of relevant documents were usedrnas data gathering tools. Following data analyses, the study obtained the following finding. Thernstudy found that most school rules and regulations are appropriate to include all studentsrnregardless of their disabilities. The right to negotiate for unfair treatment, the right tornparticipate in most school concerned clubs and committees, the right to be tutors and tutees,rnand the right to strength and get value for their creative activities are appropriate to allrnstudents. Similarly, when there are needs of respect to their teachers, classmates, the schoolrnenvironments, to study deligently, to be honest, to keep good discipline, responsible, polite andrnneat in appearance and enthusistiactic in giving service, all the students felt delightful.rnConcerning students' duties and healthy service, the dos and don'ts are stated clearly in anrninclusive concept. Whenever students misbehaved, the disciplinary measures given concerningrnthese issues are relied on re- correcting the vulgarity behaviors. Beside this, the healthyrnservices given in all the schools are so appropriate to all students. On the other hand, mostrnschool rules and regulations are direct copy and paste of the gridlines of the Minisnistry ofrnEducation. For this reason, some school rules are not inclusive to include all students, sincernthey are not formulated ji-om present situation of the school environment. Similarly, thernconsequences of some disciplinwy measures given to some tolerable misbehaved behaviors arernfired forever from the school compound but these are the direct opposite of inclusiverneducations.