The increasing diversity of students in higher education highlights the importance of developing learning environments that support all learners. Specific Learning Difficulties (SpLDs) constitute the largest category of disabilities among students registered with disability support services, with dyslexia being the most common. Dyslexia is a neurobiological condition that can affect reading, spelling, writing, and related cognitive processing skills. In science education, students with dyslexia may experience challenges such as processing complex terminology, interpreting data, and managing time-sensitive laboratory tasks. Dyslexic learners may also have strengths in areas like creativity, innovation, and problem-solving. As key facilitators of student learning, lecturers play a critical role in ensuring that all learners can engage equitably. Effective inclusion therefore depends on lecturers’ awareness, attitudes, and teaching practices. This study explored the perceptions, experiences, and practices of lecturers in the Faculty of Science and Health at Technological University Dublin (TU Dublin) in teaching students with dyslexia. Adopting a mixed-methods approach involving an online survey and focus group discussions, this study investigated how lecturers understand and apply inclusive teaching practices for students with dyslexia. Findings reveal that while lecturers are generally supportive of dyslexic students barriers hinder effective inclusion. Limited awareness, time constraints, and insufficient Universal Design for Learning (UDL) training are key challenges. This study highlights the need to shift from reactive accommodations to proactive, Universal Design for Learning based strategies that foster equitable participation and inclusive learning for all science students.