A recent post by my friend and colleague Andrew Benjamin Gael rightly critiqued the recent NCTM conference for omitting disability in current calls for equity. The recent Executive Summary of the Principles to Actions doesn’t mention disability or special education at all. Andrew asked why, and then went on to describe some recent, powerful work on meeting the needs of students with disabilities using the Mathematical Practices.
As a researcher and teacher educator in both special education and mathematics education, I am constantly confronted with the invisibility of kids with disabilities in mathematics education. Continue reading “Disability, invisibility, and equity in mathematics (part one)”