The paper provides an insight into the complexities of the cooperation between schools and parents. It draws attention to underlying issues around home and school collaboration and inclusive education. It will be explored, how schools understand their role in the inclusionary process and which role they address to parents. The focus will be (1) on the role of mothers and (2) on teachers’ understandings of women’s roles in the education of their children and within the education system in general. As theoretical background social constructionism and feminism are used. In the qualitative research project semi-structured interviews were conducted with Icelandic and Dutch teachers. In addition, written policy documents were analysed including a teaching log from teachers about their students. Research project examines a) mothers acting as professionals in supporting their children, b) the social and cultural capital of mothers, c) the collaboration between parents and professionals, d) the absence of mothers’ voices. The findings indicate that mothers of students with disability or additional needs play a significant role as professionals – according to the teachers – regarding their children’s presence and progresses in inclusive schools. However, there exist differences between Iceland and the Netherlands.