Humanizing Disability in Mathematics Education: Forging New Paths is about enhancing the practices of mathematics teachers by extending the concepts of access, equity, and empowerment to include students living with all types of disabilities. These students are rarely thought of as mathematics doers and thinkers, and so are seldom offered opportunities to engage in mathematics in meaningful and connected ways. Humanizing Disability examines the current mindset and pedagogy that students with different learning needs encounter, and then offers strategies and practices to humanize the mathematics experience for these students.

In the first part of the book, the authors lay out some key ideas about humanizing mathematics education for students with disabilities. As teachers of mathematics of teacher educators and students with disabilities, as well as with their own backgrounds as learners with identified disabilities, the authors' case and perspective are informed by hands-on episodes of their work and their own lived experiences.

Foundational to the authors' advocacy are these compelling concepts:

• Students with disabilities are mathematics doers and thinkers.
• There are multiple ways of knowing and doing mathematics.
• The idea that disability is a tragedy must be resisted.
• Humanizing mathematics education is a matter of human rights to counter conventional, deficit-centered forms of education involving students with disabilities.
• Humanizing the mathematics education of students with disabilities enhances the learning of all.

Theory and argument isn't practice, so Humanizing Disability offers practical examples of implementation through the exploration of singular cases of how an Individual Education Plan (IEP) can be a powerful tool for access, equity, and inclusivity for the disabled learner; of using funds of knowledge and of identity to navigate the education system; and of building inclusive classrooms and communities.

Humanizing Disability in Mathematics Education: Forging New Paths offers an inclusive way to think about mathematics education involving individuals with disabilities. It goes beyond the walls of the mathematics classrooms to address issues of dignity, access, and empowerment. For those whose mission it is to bring meaningful mathematics to each and every student, it is a must-have reference for your professional library.
Reviews
Humanizing Disability in Mathematics Education: Forging New Paths is a must-read for both teachers of general and special education as well as the administrators who lead them. With an emphasis on shifting from a medical model of disability to that of a revolutionary model, readers are left feeling empowered to focus on the assets their students with disabilities possess and how to maximize those assets in the classroom rather than focusing on how to fix the child's deficits. The authors champion viewing all students as critical elements of a math classroom and encourage incorporating general and special education students into one learning space-because every student has funds of knowledge that are valuable to the collective wisdom of the class. If you are interested in disrupting the current system of education for students with disabilities so that they can have access to powerful mathematical learning, this is the book for you!". - Jamie Garner, Project Coordinator-Math, Stanislaus County Office of Education, Modesto, California



Book Information
ISBN 9781680540246
Author Paulo Tan
Format Paperback
Page Count 97
Imprint National Council of Teachers of Mathematics,U.S.
Publisher National Council of Teachers of Mathematics,U.S.
Weight(grams) 245g