Challenges deficit perspectives by recognizing students with disabilities as capable mathematical thinkers. Rachel Lambert offers practical strategies grounded in Universal Design for Learning (UDL) to create flexible, inclusive classrooms where every student can meaningfully engage with mathematics

Centers the voices and experiences of students with disabilities while challenging traditional assumptions about mathematics learning. This collection highlights humanizing practices that promote belonging, agency, and equitable participation for all learners.

Provides practical strategies for designing mathematics classrooms where every student actively participates, engages in meaningful discourse, and develops confidence as a valued mathematical thinker. The authors emphasize student agency, collaboration, and inclusive learning environments.

Creating culturally relevant mathematics begins with knowing your students. This resource offers guidance for selecting and designing mathematical tasks that connect with students' interests, experiences, cultures, and communities, making learning more meaningful and engaging.

This channel includes videos made from parents for parents. All are parents of disabled youth and often with disabled identities creating short videos of math content they found misunderstood and often not taught with understanding.