Abstract
This article explores the role of dyslexia identification within the broader shift toward inclusive education. While dyslexia is widely recognised as a neurobiological condition, ongoing debates question its validity, diagnostic criteria, and the fairness of access to support. Additionally, research presents conflicting findings on the impact of the dyslexia label on an individual’s self-perception and academic outlook, with some studies highlighting its benefits in providing clarity and access to resources, while others suggest it may lower expectations and reinforce a deficit perspective. As countries increasingly prioritise inclusive education, the necessity of labelling students with dyslexia may be called into question. Inclusive education frameworks advocate for universal high-quality teaching practices without the need for formal diagnoses. However, education systems still rely on categorical diagnoses to determine access to specialist support, creating tensions between inclusive education ideals and traditional special education models. This article examines these tensions and argues for a fundamental shift in both mindset and practice – moving away from targeted provisions for those identified with dyslexia toward learning environments that are designed to accommodate and support all students.