Mathematics courses are predominately taught in a manner that is well-suited for students with vision and less so for students with visual impairment. In this paper, I explore different mathematical representations, technologies, and other strategies that are used to teach mathematics to visually impaired students to build more equitable mathematical teaching practices. I first begin with a brief autobiography to provide background and context of how I arrived at this topic for my thesis. I then explore the mathematics education literature that investigates teaching innovations for students with visual impairment. In particular, I focus on audio and tactile strategies coupled with assisted learning technologies that can be used in a mathematics classroom. In the final chapter of this paper, I describe an equitable lesson plan on the behavior of parent functions for a college algebra course. This lesson employs the teaching innovations used with students with visual impairments. I provide to the reader both the lesson plan itself as well as a description of the lesson that connects to the research literature.