Historically, research exploring the literacy experiences of learners with intellectual and developmental disabilities (IDD) has prioritized systematic, multicomponent instruction that emphasizes the development of traditional reading and writing skills. However, this approach may inadvertently facilitate literacy gatekeeping and limit opportunities for literacy learning that focuses on meaning making for students who do not demonstrate specific, conventional reading, writing, and communication skills. To explore conceptions of literacy beyond these traditional frameworks, in this interpretivist, qualitative study, we leveraged a multiliteracies framework and the concept of presumption of competence to interview 24 parents of elementary children with IDD to learn about their child's literacy engagement, definitions of literacy, and family literacy practices. Our findings highlight how caregivers had traditional framings of literacy when describing their definition of literacy but went on to describe more expansive representations of literacy in their home literacy experiences. These activities went beyond traditional framings of literacy activities for learners with IDD and included: (a) communication and connection, (b) environmental access, (c) embracing music and the arts, and (d) culture and community. Implications for research and practice to improve literacy learning for students with IDD are discussed.