With movement toward a more virtual world, changes in society, and other variables, education has begun to take on a different look through the incorporation of technologies. While students are still being taught along the way, it has been a difficult process to keep families informed of what is being used in the classrooms. In cases where Emergency Remote Teaching has been needed, such as COVID 19, some populations find themselves at a significant disadvantage. While it has been reported parent involvement has been linked to academic achievements and behavioral and social outcomes of students (Epstein, 1987; Wilder, 2014), little is known about parent involvement and collaboration in a virtual environment. Still less is known regarding the involvement of families with cultural and linguistic plurality (CLP) and those with students with disabilities. Disparities have been noted in other areas of research: socioeconomic status, inexperience with technology, educational experience, cultural norms, and social norms. Although there was no previous application of universal design for learning (UDL) to families, UDL can be applied to both in-person and virtual environments to more equitably support families with CLP and who have students with disabilities as they navigate collaboration between school and home through the use of technology.