This article considers the pedagogical implications of the idea that the ethical imperative to include others in education does not descend upon us in the form of rules or codes that must be followed, but originates in a perfectionist moment or responsibility that precedes all readily available answers to moral difficulties. By reminding us that ethics comes first in inclusive pedagogy, the philosophy of Emmanuel Levinas turns us from the lure of a legislative or specialist pedagogy for the "inclusion" of children deemed to have deficiencies or difficulties to a perfectionist pedagogy that begins in my responsibility for the Other who has already approached me, "including" me. This inclusive pedagogy obtains its capability to make a difference to young lives from its humility, its confidence to teach all young people from its ability to be taught.