A disability studies in mathematics education review of intellectual disabilities: Directions for future inquiry and practice

Abstract

We employ a Disability Studies in Mathematics Education perspective to explore current research involving students with intellectual disabilities. Such perspective affords a critical and social-cultural angle into the construction of disability in mathematics education. Results of our exploration suggest that current research on students with intellectual disabilities largely focused on finding deficits and neglected students’ capacity for abstract thought. Moreover, while socio-cultural or socio-political (e.g., equity-based) foci are prevalent in contemporary mathematics education, such foci were largely absent in research involving students with intellectual disabilities. Yet, we identify features of several articles that can inform future socio-political mathematics education research related to individuals with intellectual disabilities. These features are critical for the continual advancement of new knowledge, equitable practices, and global, inclusive education agenda.