Dyslexia and its associated learning challenges are often misconstrued as intellectual deficits, leading to erroneous assumptions that individuals with dyslexia cannot thrive or contribute meaningfully to academic institutions. However, this article contends that the unique thinking patterns associated with dyslexia are complementary to and can substantially enrich the professional practice of qualitative research. The social model of disability emphasises how Higher Education Institutions, rooted in ableist and neurotypical norms, often marginalise and fail to accommodate dyslexic cognitive profiles. Conversely, cultural competency, as an actionable conceptual framework, calls for transformative changes that promote understanding, build meaningful relationships, and ensure effective communication with neurodivergent individuals. Drawing on my experience as a dyslexic academic, I examine critical discussions on disability, neurodiversity, higher education, and qualitative research. Adopting an autoethnographic methodological approach, I highlight my professional strengths within this context, and propose an adaptable cultural competency framework aimed at cultivating neuro-inclusive--and specifically dyslexic-friendly practices, at the individual and organisational levels within academia.