Abstract
Objective: To determine the ethical perspective of special and regular school teacher towards beneficence and non-maleficence among people with learning disabilities for their inclusive education.
Methodology: This comparative cross-sectional survey had a sample of 32 participants using purposive sampling technique. 16 were special school teachers and 16 regular school teachers. Data were collected through a questionnaire consisting of 16 items on the attitude of teachers towards inclusive education of the people with learning disabilities for their ethical perspective of beneficence and non-maleficence with the consent of the participants.
Results: There was a significant difference (p<0.05) in the attitude of the regular and special school teachers towards the beneficence and non-maleficence of people with learning disabilities for their inclusive education.
Conclusion: The regular school teachers showed negative attitude towards the inclusive education of people with learning disabilities as compared to the special school teachers.

Key words: Learning disabilities, beneficence, non-maleficence, ethics, inclusive education.