This study aims to analyze the mathematical abilities of third-grade children with motor impairments in an inclusive school. The method used is descriptive qualitative, with observation as the primary data collection tool. The focus of the study is to observe how children with motor impairments perform mathematical tasks and the strategies they use to understand mathematical concepts. The results are expected to provide an in-depth overview of the challenges and potential of these children in learning mathematics, as well as provide recommendations for educators in facilitating a more effective and inclusive learning process. This research is expected to be an important contribution to the development of inclusive education, especially in the field of mathematics.
