In this chapter, we present effective and evidence-based instructional practices to improve the mathematical literacy, concepts, knowledge, and skills of students with learning disabilities through (a) explicit instruction to teach mathematics vocabulary, (b) strategies promoting mathematical communication, (c) self-regulated strategy development to teach mathematical writing, (d) use of visual representations, (e) use of mathematical manipulatives, and (f) cognitive and metacognitive strategies to teach mathematical problem-solving. Mathematical literacy characterizes the ability to comprehend, communicate, and solve real-word problems in learning mathematics. However, many students with learning disabilities often face challenges in learning these mathematics abilities. As such, instructional practices that foster the development of mathematical literacy beyond mathematical proficiency for students with learning disabilities can lead to advancing their understanding and use of mathematical concepts, knowledge, and skills. We also describe inclusive practices and assessments that could be used as instructional frameworks for all learners, including those with learning disabilities. These include Universal Design for Learning, accommodations and modifications, data-based individualization, assistive technology, and emerging technology (e.g., artificial intelligence). As a provision of appropriate support tailored to mathematics instruction, these instructional practices will extend and promote students’ active engagement in learning mathematics.