This paper discusses the benefits of the team approach to teaching mathematics to elementary children with visual impairments in inclusive settings and offers strategies for classroom teachers and team teaching. Strategies for classroom teachers include: (1) avoiding the use of words such as "this", "that", and "there", that will be meaningless to a student with blindness; (2) ensuring that descriptions of problems or techniques are worded carefully to avoid ambiguity; (3) speaking everything that is written on the chalkboard and spelling new words while they are being written; (4) providing transparencies and notes for the teacher of students with visual impairments to transcribe into braille for students to use at their desks; (5) when describing concepts through the use of everyday objects, choosing objects which a student with blindness is able to access readily and understand; (6) providing a print copy of textbooks and handouts to students with blindness to be used by a reader at home; (7) providing extra desk space for braille materials; (8) administering tests orally; (9) having a person who can read braille check mathematics assignments; and (10) forwarding assignments and answer keys to the teacher of students with visual impairments in advance. (CR)