Starting from the premise that the ways we think cannot be separated from the ways we act and that both thinking and acting have have their bases in our body, this seminar will focus on what we can learn about mathematical cognition by exploring the learning processes of those who lack access to one or other sensorial field. More specifically, to consider interactions between perceptual, sensory-motor and semiotic activities in mathematics learning, examples of the multimodal forms used by deaf students and blind students to express their mathematics ideas as will be presented. These examples are drawn from ongoing research in which we attempt to tune mathematical microworlds to the preferred practices of learners who cannot hear or cannot see. The idea of the seminar is to revisit the notion of a learnable, body- and ego-syntonic mathematics through the lens of recent perspectives on embodied cognition.