Learning limitations have mostly been observed among school-age children. Simultaneously, inclusive education does not only place students with special needs in the general classroom but also expect those students to be meaningfully involved in the curriculum and mathematics learning activities, along with their classmate. This study explores the mathematics learning strategies for students with special needs, primarily the students with vision impairment, autism, and hearing impairment. This study was carried out by selecting the recently published scientific articles and categorizing them. The selected articles focused on mathematics learning for students with vision impairment, autism, and hearing impairment. Following our review results, we concluded that recently available mathematics learning should be modified to accommodate students with special needs by providing learning media and explicit instruction. Besides, the special education teacher can aid the mathematics teacher by informing the development stage, excellence, and weakness of each special needs student, while also helping formulate the most effective mathematics learning.