The structure of families has changed over the course of history. The “traditional” family unit of mother, father, and children residing together until the children reached the age of majority then relocating to their own domicile to begin their own family still exists, but is not the only model of family. Families may have just one parent or other extended family members in the home. New partners result in blended families with multiple parental figures. For the hundreds of thousands of children experiencing abuse or neglect at the hands of parents, family may mean grandparents, other family members, or families that are created through the state foster care system. Families also grow and expand through adoption. Regardless of the composition, family is the first and primary support network for a child. Culture, tradition, roles, and relationships are learned through the family. At the most fundamental level, family units provide the basic components necessary for survival of children. Families also promote the successful growth and development of children, with societal expectations being that children will learn the skills needed to become independent and successful. Typically, when a child completes high school, they move on to the next rite of passage of higher education, employment, or military service. Each of these transitions generally includes exit from the family home at some point along the way. For families that include children with disabilities, expectations for these transitions may be perceived very differently. It was not that long ago when there was a stigma attached to having a child with a disability. Historically, children with disabilities were hidden away, segregated, and institutionalized. However, parents have also played a major role in the history of the disability rights movement. Parent movements have mobilized for change in care and influenced policy and legislation for children with disabilities, demanding that their children not be hidden from their communities in institutions, but rather live in the family home. Parental influence is found in changes in healthcare, education, community living, and employment. Parents recognized the inaccuracies of systems indicating that their children with disabilities were uneducable, unfixable, and “less than” with no prospects of contributing to society. Families have spurred education legislation that gave children the right to a free and appropriate public education through the Individuals with Disabilities Education Act (IDEA) and its amendments. In this chapter, we provide an overview of healthcare, education, and policy from the vantage point of families.