After I made the list of academic papers, I realized I should do something similar for writings that are aimed at teachers that take a non-traditional point of view on disability and teaching mathematics. Updated May 2018. Please comment if you have items to add!
Behrend, J. L. (2003). Learning-disabled students make sense of mathematics. Teaching Children Mathematics, 9(5), 269–73.
Chick, C., Tierney, C., & Storeygard, J. (2007). Seeing Students’ Knowledge of Fractions: Candace’s Inclusive Classroom. Teaching Children Mathematics, 14(1), 52–57.
Fosnot, C. (2010). Models of Intervention in Mathematics: Reweaving the Tapestry. National Council of Teachers of Mathematics.
Lambert, R. (2018). “Indefensible, Illogical, and Unsupported”; Countering Deficit Mythologies about the Potential of Students with Learning Disabilities in Mathematics. Education Sciences, 8(2), 72. https://doi.org/10.3390/educsci8020072
Lambert, R., & Sugita, T. (2016). Increasing engagement of students with learning disabilities in mathematical problem-solving and discussion. Support for Learning, 31(4), 347–366. https://doi.org/10.1111/1467-9604.12142
Lewis, K. E., & Lynn, D. M. (2018). Against the Odds: Insights from a Statistician with Dyscalculia. Education Sciences, 8(2), 63. https://doi.org/10.3390/educsci8020063
Lynch, S. D., Hunt, J. H., & Lewis, K. E. (2018). Productive Struggle for All: Differentiated Instruction. Mathematics Teaching in the Middle School, 23(4), 194–201.
Moscardini, L. (2009). Tools or crutches? Apparatus as a sense‐making aid in mathematics teaching with children with moderate learning difficulties. Support for Learning, 24(1), 35–41. https://doi.org/10.1111/j.1467-9604.2009.01395.x
Moscardini, L. (2010). ‘I like it instead of maths’: How pupils with moderate learning difficulties in Scottish primary special schools intuitively solved mathematical word problems. British Journal of Special Education, 37(3), 130–138. https://doi.org/10.1111/j.1467-8578.2010.00461.x
Storeygard, J. (2009). My Kids Can: Making Math Accessible to All Learners, K-5 (Pap/DVD). Heinemann.
Storeygard, J. S. (2012). Count Me In! K-5: Including Learners With Special Needs in Mathematics Classrooms (1 edition). Thousand Oaks, Calif: Corwin.
Storeygard, J., & Tierney, C. (2005). Including all students in meaningful mathematics: the story of Darrell. Teaching Exceptional Children Plus, 1(3).
Tan, P. (2017). Advancing Inclusive Mathematics Education: Strategies and Resources for Effective IEP Practices. International Journal of Whole Schooling, 13(3), 28–38.
Zager, T. (2017). Becoming the Math Teacher You Wish You’d Had: Ideas and Strategies from Vibrant Classrooms. Portland, Maine: Stenhouse Publishers.