Traditionally in Ireland, children with learning needs in mathematics are withdrawn from the mainstream classroom for mathematics lessons and work on a complementary program with the
learning support teacher. In this study, the researcher, who was working as the learning support teacher, and the class teacher planned together to integrate these children back into the classroom by co-designing mathematically rich tasks. Over the four week period, children who had formerly been withdrawn from the classroom were put to the fore in the planning of the tasks. Particular
consideration was given to their learning styles. The mathematical tasks were inspired by the three principles of the educational framework, Universal Design for Learning (UDL), which constitute
Multiple Means of Representation; Multiple Means of Action and Expression; and Multiple Means of Engagement. This paper details the task design, the children’s engagement with the mathematics and the culminating projects. Results revealed that differences among learners became a focus for the mathematics rather than a problem and that all children could engage with and understand difficult mathematical ideas when they were provided with UDL considered tasks.