Teachers in inclusive schools are faced with a variety of ethical challenges when it comes to providing individual learning support to pupils and enabling their educational and social participation. In order to cope with these tasks, basic ethical education is required in university teacher training. The first part of this article presents empirical research on the relevance and need for ethical competence from the perspective of student teachers, which shows that future teachers would like to see ethical issues given greater prominence in their studies. In the second part, a model concept for a basic ethical education in teacher education is presented, which includes the acquisition of knowledge and skills, the practice of an ethically reflective attitude and the development of a professional ethos. Student teachers should acquire a comprehensive ethical literacy through an applied didactic approach with the aim of empowering them to face their tasks in inclusive schools.