<![CDATA[This article examines how SMA Negeri 7 Semarang, a public senior high school in Indonesia, carries out two Central Java disability rules: Provincial Regulation No. 2 of 2023 on the Protection and Fulfilment of the Rights of Persons with Disabilities and Governor Regulation No. 4 of 2024 on its implementing guidelines. The school serves two students with physical disabilities and ten slow learners. We conducted a qualitative single-case study. Data came from interviews with 16 informants, ranging from a provincial education official to school leaders, teachers, a counselor, a committee member, parents, and students, supported by site observation and documents. Coding followed the Edwards III model of policy implementation. Provincial technical guidance, teacher commitment, flexible teaching and assessment, and peer acceptance sustain the policy at school level. Weak points include teacher competence, the need for dedicated funding, and a terraced campus where stairs link most rooms, no ramp exists, and the laboratory sits upstairs. Turning a regional rule into school practice proceeds in stages and relies on coordination among the province, the school, and families. The study links regional regulation, implementer capacity, and student experience to set priorities for inclusive education governance.]]>
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