While inclusion programmes aim to promote diversity and equity, they can also unintentionally exclude students by failing to address their specific additional needs. This paradox arises when curriculum, policies and initiatives adopt a standardised approach, neglect differences, or merely offer superficial representation without substantive participation. For example, purportedly inclusive practices may overlook unique cultural, linguistic, and ethnic additional needs or accessibility requirements, thereby excluding the very students they seek to serve. Furthermore, inclusion-related practices can work to reinforce existing biases, particularly following diagnosis. This chapter investigates how inclusion can become exclusion and proposes solutions to the identified challenges, including an adaptable curriculum, ensuring active participation of excluded groups in decision-making processes, and addressing systematic disparities through comprehensive policy reform. Supporting inclusive practices can contribute to an environment which results in empowerment rather than exclusion, fostering long-term and meaningful inclusion for all students.