Upbringing and education of students is based on basic acceptance of different student differences, acceptance of different traits of student development, provision of conditions and support for achieving maximum potential development of each individual student. This paper thesis looks at ways to teach the mathematics of blind and deaf students. Deaf students need to be provided with as much visualization as possible in the classroom. A computer with the Internet is one of the main assets of young people with hearing impairment communication in general, and in their education plays an important role because it offers a variety of sources of learning, sharing and support in teaching. To fully understand mathematics, children must use skills that include speech, writing, reading and listening. For deaf children attending regular classes, the challenge is that their language skills are not at the same level as their peers. Deaf students use sign language. The main "language" of communication with blind people is speech and written language called Braille or Braille, and there are various devices for printing Braille. The ability to learn math by visually impaired children is often brought to the fore by highlighting some areas of math that require vision. However, many such visual ideas can be turned into non-visual experiences to allow one to gain the required learning experience. Nemeth mathematical Braille codes are used in many parts of the world to teach mathematics to blind children. In teaching mathematics to visually impaired students, they should transform as many visual examples as possible into non-visual ones while being creative. The history of mathematics includes a number of blind mathematicians. Country surveys show a strong link between poverty and developmental disabilities. The main reason why children with disabilities do not attend school is because their parents think that their children cannot study at school. "Can we tell a blind or deaf child that he or she can not learn mathematics?"