The study aimed to identify the reality of the policy of inclusive education in the light of some quality standards at Al-Quds University from the point of view of academics. The descriptive analytical method was used. A questionnaire was prepared and applied to a sample of (207) academics at Al-Quds University. The study found that the academics’ assessment of the reality of the inclusive education policy in light of some quality standards at Al-Quds University came to a medium degree, where the arithmetic mean of the total degree was (2.55), and the field of study planning and the inclusive curriculum got the highest arithmetic average of (2.84), followed by the field of curricula and inclusive education with a mean of (2.72), then the field of assessment in order to facilitate learning with an average of (2.52), followed by the field of classroom management and implementation skills to facilitate inclusive education with a mean of (2.47) and it came with a medium degree, followed by the field of the university environment with a mean of (2.17) came to a low degree. The results related to the gender hypothesis also indicated that there were differences in favor of males in the academics’ assessment of the reality of the inclusive education policy in the light of some quality standards at Al-Quds University, and according to the work of academics in the scientific and humanities faculties in favor of those working in the College of Science and Technology. The study recommended to work to enhance the level of inclusive education at Al-Quds University, given that education is a general right for all students, and the need to continuously train academics on all modern programs in dealing with students with disabilities so that they have the ability to plan sound and modern academic planning, and to include university curricula with everything that is modern in regard to students with disabilities and encourage them to think, create and innovate, and that academic attention should be paid to developing a comprehensive plan for evaluating all students through an evaluation plan for inclusive education, and that work is done to strengthen the university environment to be fair and secure in terms of equipment for students with different disabilities