Based on an analysis of 408 mathematics research articles published in 2013, this presentation theorizes the current divide between research in mathematics education and special education using Disability Studies in Mathematics Education. For those without disabilities, mathematical learning was understood primarily through constructivist, sociocultural, and sociopolitical perspectives, the research was both quantitative and qualitative, and almost 50% of the research was focused on the role of the teacher in learning. For those with disabilities, mathematical learning was understood primarily from medical and behavioral perspectives. This research was predominantly quantitative, and rarely focused on the teacher. We contend that this divide constructs and reifies the notion that there are two categories of mathematics learners who need different kinds of mathematics. [For the complete proceedings, see ED583608.]