The study is set in the Irish education policy context of inclusive education and the development of a new Primary Mathematics Curriculum (National Council for Curriculum and Assessment, 2023b), situated within the first review and redevelopment of the Primary School Curriculum since 1999. The national system for the allocation of additional teaching support to schools continues to evolve (Department of Education and Skills, 2017; Department of Education, 2024) and schools are beginning to explore the new Primary Mathematics Curriculum (NCCA, 2023b). This study sought to address a research gap by documenting and exploring the self-reported perspectives and experiences of mainstream class teachers (n=89), special class teachers (n=17), and special education teachers (n=50) regarding how they include and support mathematics learners in Irish mainstream primary schools, immediately prior to the introduction of the Primary Mathematics Curriculum (NCCA, 2023b). A further aspect of the study was the exploration of mathematics teaching approaches in special classes in mainstream primary schools, most of which are classes for autistic learners, and inclusion of autistic pupils in mainstream classes for mathematics, an area that has received little attention in Irish research. Some aspects of the study build on elements of Travers’ (2007) study of policy, practice, and teachers’ views of learning support for mathematics in Irish mainstream primary schools. A two-phase explanatory sequential mixed methods design (Creswell and Creswell, 2018) was utilised. The first stage of the data collection for the study, a nationally distributed online survey, took place in the context of Covid-19 restrictions in schools when teachers and pupils returned to school after a period of home learning, while the second stage, twelve semi-structured interviews, transpired after Covid-19 restrictions were eased. The study documents teachers’ practices and experiences of early intervention for mathematics, additional teaching support in the form of co-teaching/in-class support, and withdrawal support. The findings give an interesting insight into the practices that teachers were utilising to include and support mathematics learners. They indicated that teachers perceive that school leadership has a significant influence on the deployment of SET resources to include and support mathematics, and the principles of the SET model and the continuum of support may not be consistently embedded across all schools. There is a need to include informed evidence-based practice for mathematics in all learning settings and as part of collaborative support for mathematics learners. Based on the findings a new framework for inclusion in mathematics education is proposed that takes account of the research literature and the developing national curriculum context. Several recommendations are suggested for policy, practice and future research.