Disabled parenting refers to the experience of parents or caregivers who have disabilities themselves while raising and advocating for their children. When a disabled parent is also advocating for a disabled child, the challenges of navigating systems can be intensified. Disabled parents may face barriers such as inaccessible communication, meeting formats that do not accommodate sensory or processing differences, assumptions about credibility or competence, or expectations that require high levels of executive functioning, travel, or time. These barriers can make participation in school processes—such as meetings, documentation requests, or ongoing advocacy—more difficult. At the same time, disabled parents often bring important lived knowledge about disability, accommodation, and accessibility. Their insights can be valuable in understanding what supports a child may need to thrive. Recognising disabled parenting means acknowledging that accessibility must extend beyond the student to the family’s participation in decision-making. Schools and institutions have a responsibility to ensure that parents with disabilities can engage meaningfully in processes affecting their child, with communication, meeting structures, and expectations that are accessible and respectful.