I created this list based on a request for a Ph.D. reading list for a student interested in critical and Disability Studies approaches to mathematics education. Figured I should share with more, as there are so many wonderful resources on this list. Updated May 2018. Please comment if you have recommendations to add!

Behrend, J. L. (2003). Learning-disabled students make sense of mathematics. *Teaching Children Mathematics*, *9*(5), 269–73.

Borgioli, G. M. (2008). A critical examination of learning disabilities in mathematics; Applying the lens of abelism. *Journal of Thought*, *43*(12), 131–147.

Bottge, B. A., Stephens, A. C., Rueda, E., LaRoque, P. T., & Grant, T. S. (2010). Anchoring Problem-Solving and Computation Instruction in Context-Rich Learning Environments. *Exceptional Children*, *76*(4), 417–437.

Chick, C., Tierney, C., & Storeygard, J. (2007). Seeing Students’ Knowledge of Fractions: Candace’s Inclusive Classroom. *Teaching Children Mathematics*, *14*(1), 52–57.

de Freitas, E., & Sinclair, N. (2016). The cognitive labour of mathematics dis/ability: Neurocognitive approaches to number sense. *International Journal of Educational Research*, *79*, 222–230.

de Freitas, Elizabeth, & Sinclair, Natalie. (2014). *Mathematics and the Body: Material Entanglements in the Classroom*. Cambridge University Press.

Fernandes, S. H. A. A., & Healy, L. (2013). Multimodality and mathematical meaning-making: Blind students’ interactions with Symmetry. *International Journal for Research in Mathematics Education*, *3*(1), 36–55.

Foote, M. Q., & Lambert, R. (2011). I have a solution to share: Learning through equitable participation in a mathematics classroom.

*Canadian Journal of Science, Mathematics and Technology Education*,

*11*(3), 247–260.

https://doi.org/10.1080/14926156.2011.595882
Fosnot, C. (2010). *Models of Intervention in Mathematics: Reweaving the Tapestry*. National Council of Teachers of Mathematics.

Healy, L., & Fernandes, S. H. A. A. (2011). The role of gestures in the mathematical practices of those who do not see with their eyes. *Educational Studies in Mathematics*, *77*(2–3), 157–174.

Hunt, J. H. (2015). Notions of equivalence through ratios: Students with and without learning disabilities.

*The Journal of Mathematical Behavior*,

*37*, 94–105.

https://doi.org/10.1016/j.jmathb.2014.12.002
Hunt, J. H., Tzur, R., & Westenskow, A. (2016). Evolution of unit fraction conceptions in two fifth-graders with a learning disability: An exploratory study. *Mathematical Thinking and Learning*, *18*(3), 182–208.

Hunt, J. H., Westenskow, A., Silva, J., & Welch-Ptak, J. (2016). Levels of participatory conception of fractional quantity along a purposefully sequenced series of equal sharing tasks: Stu’s trajectory. *The Journal of Mathematical Behavior*, *41*, 45–67.

Hunt, J., & Tzur, R. (2017). Where is Difference? Processes of Mathematical Remediation through a Constructivist Lens.

*The Journal of Mathematical Behavior*,

*48*, 62–76.

https://doi.org/10.1016/j.jmathb.2017.06.007
Jackson, H. G., & Neel, R. S. (2006). Observing mathematics: Do students with EBD have access to standards-based mathematics instruction? *Education and Treatment of Children*, *29*(4), 593.

Lambert, R. (2015). Constructing and resisting disability in mathematics classrooms: a case study exploring the impact of different pedagogies.

*Educational Studies in Mathematics*,

*89*(1), 1–18.

https://doi.org/10.1007/s10649-014-9587-6
Lambert, R. (2017). ‘When I am being rushed it slows down my brain’: Constructing self-understandings as a mathematics learner.

*International Journal of Inclusive Education*,

*21*(5), 521–531.

https://doi.org/10.1080/13603116.2016.1251978
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
Lambert, R., & Tan, P. (2017). Conceptualizations of students with and without disabilities as mathematical problem solvers in educational research: A critical review.

*Education Sciences*,

*7*(2), 51.

https://doi.org/10.3390/educsci7020051
Lambert, R., Tan, P., Hunt, J., & Candela, A. G. (2018). Rehumanizing the Mathematics Education of Students with Disabilities; Critical Perspectives on Research and Practice.

*Investigations in Mathematics Learning*,

*0*(0), 1–4.

https://doi.org/10.1080/19477503.2018.1463006
Lewis, K. E. (2014). Difference not deficit: Reconceptualizing Mathematical Learning Disabilities.

*Journal for Research in Mathematics Education*,

*45*(3), 351–396.

https://doi.org/10.5951/jresematheduc.45.3.0351
Lewis, K. E. (2017). Designing a Bridging Discourse: Re-Mediation of a Mathematical Learning Disability.

*Journal of the Learning Sciences*. Retrieved from

http://www.tandfonline.com/eprint/A5wfenur9ZCNTn4atCtD/full
Lewis, K. E. ., kelewis2@uw. ed., & Fisher, M. B. ., mfisher4@uw. ed. (2016). Taking stock of 40 years of research on mathematical learning disability: Methodological issues and future directions. *Journal for Research in Mathematics Education*, *47*(4), 338–371.

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.

Magne, O. (2001). Literature on special educational needs in mathematics: a bibliography with some comments. Retrieved from

https://dspace.mah.se/handle/2043/6043
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
Moscardini, L. (2013). Primary special school teachers’ knowledge and beliefs about supporting learning in numeracy.

*Journal of Research in Special Educational Needs*,

*v15 n1 p37*–

*47*(n1), p37-47.

https://doi.org/10.1111/1471-3802.12042
Peltenburg, M. (2012). *Mathematical potential of special education students* (Dissertation). Utrecht University.

Radford, L. (2013). Perceiving with the eyes and with the hands.

*International Journal for Research in Mathematics Education*,

*3*(1). Retrieved from

http://www.luisradford.ca/pub/2013%20-%20Perceiving%20with%20the%20eyes%20and%20with%20the%20hands.pdf
Sheldon, J. (2013).

*Erasing Queer Subjects, Constructing Disabled Subjects: Towards a Queering of Mathematics Disabilities*. Retrieved from

https://eric.ed.gov/?id=ED560838
Sheldon, J. (2017). Problematizing Reflexivity, Validity, and Disclosure: Research by People with Disabilities About Disability. *The Qualitative Report*, *22*(4), 984–1000.

Sheldon, J., & Rands, K. (2017). Whatever Will Be Will Be: Queering Disabled Subjects’ Temporality. *Philosophical Inquiry in Education*, *24*(4), 368–378.

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. (2017a). Advancing Inclusive Mathematics Education: Strategies and Resources for Effective IEP Practices. *International Journal of Whole Schooling*, *13*(3), 28–38.

Tan, P. (2017b). TOWARD INCLUSIVE MATHEMATICS EDUCATION FOR” INFERIOR STUDENTS WITH NO BRAINS:” A CASE STUDY OF A STUDENT WITH AUTISM AND HIS PEER. *Journal of Ethnographic & Qualitative Research*, *11*(3).

Tan, P., & Alant, E. (2018). Using peer-mediated instruction to support communication involving a student with autism during mathematics activities: A case study. *Assistive Technology*, *30*(1), 9–15.

Tan, P., & Kastberg, S. (2017). Calling for Research Collaborations and the Use of Dis/ability Studies in Mathematics Education. *Journal of Urban Mathematics Education*, *10*(2), 25–38.

Truman, J. V. (2017, August 8).

*Mathematical reasoning among adults on the autism spectrum: Case studies with mathematically experienced participants* (Thesis). Education: Faculty of Education. Retrieved from

http://summit.sfu.ca/item/17501
Woodward, J., & Montague, M. (2002). Meeting the challenge of mathematics reform for students with LD. *Journal of Special Education*, *36*(2), 89–101.