This chapter discusses the teaching and assessment of mathematics for visually impaired students, starting from frequent teacher questions and the lack of specific training in initial and continuing education. It argues that the main barriers to inclusion are attitudinal, architectural, methodological, and communicational, highlighting that excessive reliance on visual resources in mathematics classes compromises access to content. It presents an international overview of research and protocols focused on mathematical literacy in the early years. Among them, it describes CMTAP, for assessing counting and measurement with tactile materials; LAPMathsVI, which covers skills in magnitude, numeration, algebra, and geometry; proposals for teaching the decimal system with base-ten blocks; and the Drummath Project, which works with concepts such as parity through rhythm and laterality. In the field of geometry, activities on area, perimeter, volume, symmetry, and reflection using manipulable materials and tactile strategies are reported. The chapter also details ProFracVI for teaching unit and non-unit fractions. She concludes by advocating for accessible practices, based on tactile exploration, clear oral instructions, and methodological adaptation, as a condition for effective inclusion in mathematics.