A study investigated the perceptions of Portuguese-speaking parents of children with disabilities concerning their involvement in their children's education. Specific aspects studied include their understanding of their involvement, nature and extent of current involvement, their ideals concerning involvement, and comparison with parents' involvement in the education of their children without disabilities. In addition, the experience of being the parent of a disabled child and the experience of being a bilingual parent in this context were also examined. Subjects were parents in nine families, and ethnographic interviews were conducted either in their homes or in a convenient location they suggested. Two major themes emerged in the parents' responses: (1) while children with disabilities must be educated to compensate for disabilities, what they can do is more important than what they can not do, and (2) the parents of such children should be viewed as rich resources, bringing a wealth of experience regarding their own culture and their child's abilities and learning styles, and often professional competence as well. Contains 23 references. (MSE)