This chapter develops an Islamic ethical framework for inclusive education by grounding inclusion within Qurʾānic moral theology and the objectives of Islamic law (maqāṣid al-sharīʿah). While inclusive education is commonly framed through secular human rights and policy discourses, the chapter argues that Islamic moral traditions offer a coherent and internally grounded foundation for educational inclusion, particularly for learners with disabilities. Drawing on key Qurʾānic principles: human dignity (karāmah al-insān), justice (ʿadl), mercy (raḥmah), diversity (taʿāruf), and moral accountability (masʾūliyyah) the chapter demonstrates that disability is understood not as deficiency or punishment but as part of divinely intended human diversity. The discussion situates inclusion within the maqāṣid framework, emphasizing the protection of intellect, life, and honor as ethical imperatives requiring equitable educational access. By linking moral theology with educational praxis, inclusion is conceptualized as a form of collective moral responsibility (ʿibādah ijtimāʿiyyah) rather than a peripheral policy adaptation.