This article examines the role of Scotland's Additional Support for Learning (ASL) Act of 2004 (amended in 2007 and 2016) in promoting inclusive education, twenty years after its launch. Through the theoretical lenses of Nancy Fraser's social justice framework and John Rawls' theory of justice, the article reflects on the Act's provisions and implementation. Drawing on recent reports and research, the article reveals a significant gap between the Act's ambitious aims and its practical impact. While the Act represents a progressive shift in conceptualising educational support needs, challenges such as persistent deficit-based discourses, resource constraints, and barriers to meaningful participation for learners and families in decision making processes have limited its effectiveness. The article concludes by recommending measures to enhance the Act's impact, including increased investment in resources, improved professional learning opportunities, and clearer policy guidance to better align practice with the Act's inclusive education principles.