 The prospect of parenting by people with disabilities provides an opportunity to consider the question of which components of customary parent-child relationships are essential to good parenting (Blustein 1982; Ruddick 1998; O’Neill 2002). Parents with disabilities, particularly cognitive disabilities, are often regarded as unfit to meet the “special needs” of disabled children, and incapable of serving as mentors and role models for nondisabled children. Although some judicial decisions, empirical reports, and personal narratives recognize that many people with physical, sensory, affective, and cognitive impairments can effectively raise children alone or with some assistance, daily life, social service agencies, and attitudes of professionals and the public still thwart people with disabilities in their parenting goals (Collings and Llewellyn 2012; Picciuto 2015). However, social attitudes are gradually changing as examples of successful parenting by people with disabilities proliferate (Mutcherson 2008).