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

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.