Abstract
Parents of children with disabilities are distinctly involved with their children inside and outside of school as they partake in special education procedures and support individualized child needs. Yet standards for parent involvement are largely designed for parents of children without disabilities, making them potentially less meaningful for parents whose children are enrolled in special education. Conceptual parent involvement frameworks are the foundation for existing involvement standards and practices; thus, they may benefit from expansions that support the use of these models for families with children in special education. We explore the alignment of existing parent involvement frameworks within the context of special education and parenting a child with a disability. To advance inclusivity for families of children receiving special education services, we offer considerations for future conceptual work on parent involvement and discuss possible implications of such expansions for research, practice, and policy.