Universal Design for Learning (UDL) is an approach to pedagogy, curriculum, and assessment grounded in the learning sciences and neuroscience. In this article, the author proposes a mathematical version of UDL called UDL Math. She describes three classrooms that include students with disabilities in meaningful mathematics and explores how the teachers create access through multiple means of engagement, representation, and strategic action. Students with disabilities deserve equal access to mathematical thinking and learning. A math-centric framework like UDL Math supports mathematics educators to create classrooms that start from inclusivity rather than a generic "average" student.