A unique aspect of special education is the mandate for parent involvement. The Individuals with Disabilities Act of 1990 (IDEA) and its reauthorization in 2004 require professionals to involve parents of students with disabilities in the educational decision-making process. This article seeks to clarify reasons why materials produced through the special education process may be limiting parental involvement and to identify strategies to improve access to such materials for parents of students in special education. From the initial steps of referral to special education, to each subsequent phase of plan implementation, the amount of required paperwork can be overwhelming for many parents. Not only does the amount of paperwork serve as a deterrent, but the actual readability of special education documentation has presented an additional barrier. This article recommends tools for change such as increasing readability, using plain language, and employing universal design and technology (consider text readability and length, the layout and organization of documents, as well as the use of pictures, graphs, illustrations, and other visual supports). The following best practice considerations are also offered for schools, districts, or states considering modifications to written materials: (1) Simplify your writing by using an active, conversational writing style and shorter sentences; (2) Use graphic organizers to increase structure in documents, provide a logical sequence for parents, and help the reader focus on salient points; (3) Limit the use of professional jargon and acronyms; (4) Reformat procedural safeguards into a one-page outline and a simple, easy-to-read document; and (5) Consider creating helpful take-home documents or worksheets for parents that include basic school and district information, phone numbers, and important dates.