This literature review will address issues to consider related to teaching numeracy and mathematics to children with disabilities in inclusive early childhood classrooms. As inclusive settings and instruction in numeracy/mathematics at an early age become more common, it is important to closely examine teaching strategies and make appropriate adaptations for young children with special needs. The purpose of this paper is to examine (a) strategies for embedding opportunities for numeracy/math development across various learning centers in a preschool classroom, and (b) instructional strategies that may be effective when teaching math and/or numeracy skills to children with special needs in inclusive early childhood settings. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]