The rise of Generative Artificial Intelligence (GenAI) is a revolutionary change, affecting not only the way people live and interact, but also transforming the way they learn. In the educational field, there has been an immediate attempt to develop innovative solutions to improve the learning process of students and increase (so to speak) the effectiveness of teaching, trying to identify the “positive aspects” of this new technology and overlooking the complexities that warranted careful thought, such as learning style, dyslexia and empathy. This research paper, focusing in particular on the dyslexic student, aims to be a fuel for thought for a conscious, critical and educational use of GenAI by teachers: from a simple tool for learning support to a useful tool for the development of critical thinking. Through a case study involving high school students, the paper takes into account the weaknesses and threats that these new technologies hide, to outline the important role of the teacher in the development of digital awareness of students (dyslexic and non-dyslexic). The results showed the effects of such awareness on the development of study strategies and learning autonomy by dyslexic students and in turn by non-dyslexic students, with consequent positive effects on the concept of inclusion.