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This study introduces the Bahasa Melayu Cognitive Education with Gamification for Dyslexia-Aware Students (BM-CERDAS), designed to overcome key barriers in inclusive literacy education. Guided by stakeholder insights, the system addresses a lack of tailored platforms, insufficient gamified assessments, and poor progress tracking. Developed via Iterative and Incremental methodology across modules for User Management, Progress Monitoring, and Gamification, BM-CERDAS integrates multi-sensory strategies and game-based features to support engagement and learning. Findings highlight improved student motivation and real-time performance monitoring, offering a structured, culturally relevant solution for dyslexic learners in the Bahasa Melayu context.