This article provides an ethical review of inclusive education based on the four pillars of bioethics such as autonomy, beneficence, non-maleficence, and justice. The authors are convinced that the inclusive educational paradigm is not just a pedagogical technology, but a moral imperative that directly results from modern bioethical approaches and a social model of understanding disability. Moral and ethical challenges at the intersection of medical diagnosis and pedagogical process are carefully analyzed. The new and collaborative role of medicine in inclusive practice is substantiated. The article considers the paradigm shift from the medical to the socio-ethical model of disability, analyzes the main ethical dilemmas of inclusion (resource dilemma, reasonable accommodation, professional boundaries) and substantiates the role of the medical community as a defender of rights and a partner in building an inclusive environment. It is concluded that principles of bioethics provide a reliable conceptual foundation for overcoming practical and ideological barriers to inclusive education for students with special educational needs (SEN).