The authors of this study discuss past research, litigation, and legislation pertaining to the topic of parental involvement in special education. In particular, the study examined parental perceptions of their roles as communicators and decision makers in the special education process in terms of ethnicity and child's educational level. Very few items revealed differences between the perceptions of Hispanic parents when compared to the perceptions of White parents, but as children advance academically, there is less agreement among parents that they were involved as communicators and decision makers. Data from our sample of Hispanic and White parents of children with high-incidence disabilities indicate that parents in Texas perceive that their schools do engage in activities to facilitate parental communication and individualized education program decision making regardless of ethnicity. (Contains 5 tables.)