Encouraging mathematical creativity is one of the aims of mathematics education. This study examines expressions of mathematical creativity in students with learning disorders (LD). Twelve students with LD learning in special education classrooms took part in this study, working in pairs and engaged with three short tasks believed to encourage mathematical creativity. Findings indicate that completely open-ended tasks lead to more expressions of fluency, while semi-open-ended tasks lead to more expressions of flexibility. The inclusion of tasks that encourage mathematical creativity in special education classrooms requires mediation to make the tasks accessible for these students.