The focus of this paper is to explore and discuss how an active group of parents for inclusive education in Flanders developed and used metaphors of parental portrayals in their reflections of their lobbying for inclusive education for their impaired children. Flanders has a two-track system in the education. On the one hand there is a strong special education track with different schools for children with different diagnostic labels and on the other hand the regular education track with a limited range of possibilities for disabled children. Children from disadvantaged background and immigrant children are over-represented in special education. There is no consensus about what inclusive education is / should be in educational legislation. The term ‘inclusion’ or ‘inclusive education’ does hardly exist in policy documents and it is by many seen to a be an ‘infected’ word that mobilizes a lot of resistance. However some parents/disabled children and schools are currently working at “doing inclusive education”. They improvise and combine (a lot of) different support systems in order to secure additional support into regular classroom attended by disabled student(s): integrated education/inclusive education support, direct budget, volunteers and students, therapists, etc. These parents have chosen mainstream education for their disabled children despite the systemic hindrances