<p>The purpose of this study was to examine the ethical issues associated with the inclusion of learners with disabilities in early childhood centres within the Effutu Municipality. The study adopted a concurrent embedded mixed methods design. The total population for the study was forty-nine (49) which consists of forty-two (42) early childhood teachers and seven (7) headteachers. The study adopted the census sampling technique for the quantitative data while a purposive sampling technique was used in the qualitative data. The instruments that were used in the collection of data were structured questionnaires and semi-structured interview guides. The quantitative data from the study were analysed descriptively using frequencies, percentages, means, and standard deviations whereas interview data were analysed thematically. The findings from the study revealed that respect, dignity, and confidentiality are key to inclusion in the Effutu early childhood centers, while parental collaboration contrasts inadequate staff training challenges. The study found that while ethical practices such as curriculum adaptations and inclusion policies exist in Effutu early childhood centers, their inconsistent implementation limits their effectiveness. The study further revealed that teachers face challenges like resource constraints, inadequate training, and lack of administrative support, highlighting systemic issues. The study recommends that schools should implement regular professional development programmes to enhance teachers’ application of ethical standards in inclusion as well as cconsistent curriculum adaptations, adequate resources, tailored training, and improved administrative support.</p>