Dyslexia is a learning difficulty characterised by challenges in information processing, particularly in phonological skills, working memory, and rapid naming, which can impact students' engagement with mathematical con-cepts like counting, spatial awareness, and basic operations. This paper highlights the potential use of educational robots (ER) to enhance mathe-matics education for students with dyslexia (SwD) through inclusive, mul-timodal interfaces. The authors adopted a human-centred design (HCD) ap-proach to develop a low-cost, pedagogically informed educational robot aligned with the Irish mathematics curriculum to support SwD in primary schools. The HCD process involved collaboration with 27 first-class stu-dents (male, aged 6–7), three primary school teachers, and an expert in in-clusive pedagogy and special educational needs, whose contributions di-rectly informed the design of the accessible and engaging prototype robot. Additional participants will be involved in later stages of the HCD process. The prototype robot’s design also incorporates universal design for learning (UDL) principles, offering multiple means of engagement, representation, and expression to foster inclusive mathematics education. The prototype robot was presented at a primary school in Dublin, Ireland, receiving posi-tive feedback from students and teachers for enhancing engagement, acces-sibility, and understanding of mathematics. This feedback highlights the potential of ER to transform traditional mathematics education, providing new opportunities for inclusive learning.