Equity in mathematics education research has only recently begun to consider students with disabilities. In this talk, I focus specifically on students with mathematics disabilities – students who have a neurological difference in how their brains process numerical information. Prior research on mathematics disabilities (i.e., dyscalculia) has predominantly taken up a deficit frame, documenting the ways in which students with dyscalculia are deficient in terms of speed and accuracy. In my work, I argue that this deficit orientation is problematic, and I offer an alternative. I take up an explicitly anti-deficit framing and draw upon sociocultural learning theories and Disability Studies to orient my work. In this talk I use multiple case studies to explore ideas about accessibility, re-mediation, and compensation across a range of mathematical topics. This anti-deficit work provides an alternative vantage point to understand disability in mathematics education and suggests avenues to work towards equity. I close by considering ways that mathematics education equity research can be in service of and in partnership with the populations that we study. Zoom option: https://msu.zoom.us/j/95059549382 Passcode: PRIME