I am an associate professor in the College of Education. My research is focused on providing increased access to mathematics for students with disabilities. My theoretical framing and methodological approaches have been fundamentally shaped by experiences navigating my own learning disability. I draw upon disability studies, emancipatory approaches, and Vygotskian theoretical framings in detailed analyses of one-on-one tutoring sessions with students. I aim to identify the ways in which standard mathematical tools (e.g., manipulatives, symbols, drawings) are not equally accessible to all students, in order to design alternative tools to increase access opportunities. I teach classes within Special Education (EDSPE 304), in which I draw upon a disability studies framing to help students critically analyze the ways in which deficit notions of students with disabilities have played out in systemic and problematic ways within schools.