Accessibility of University Mathematics

The aim of this article is to reflect on and promote discussion of accessibility of teaching university Mathematics. I will describe how certain features of ‘traditional’ Mathematics teaching can unintentionally inhibit the participation of some students with disabilities. I will suggest ways to remove these barriers for example via adjustments of curriculum design teaching delivery and the introduction of teaching technologies. I will then briefly discuss specific examples in my own work and finish by outlining current UK initiatives working towards heightening the accessibility of disabled students in the Mathematical Sciences.