7.7 million for Inclusive Education 2026: distribution by autonomous communities

Key data

Autonomous communities have had available since June 24, 2026 a total of 7,728,791 euros to execute the Territorial Cooperation Program for Inclusive Education. The distribution was approved by the Sectoral Education Conference at its meeting on June 3, 2026 and published through the Resolution of the State Secretariat for Education of June 11, 2026 in the BOE of June 24, 2026.

The program is part of territorial cooperation between the State and autonomous communities, and its management falls directly to each territory, with supervision and control by the Ministry of Education, Vocational Training and Sports. The distribution follows objective criteria set by the Sectoral Conference, in accordance with the General Budget Law.

What does this regulation establish?

The resolution publishes the agreement of the Sectoral Education Conference by which the proposal for territorial distribution and distribution criteria of the credits managed by autonomous communities intended for the Territorial Cooperation Program for Inclusive Education for the 2026 budget year is approved.

The funds specifically finance the following measures:

• Early detection of specific educational support needs
• Early intervention, with priority in early childhood education and basic education stages
• Teacher training in attention to diversity and inclusive education
• Collaboration with families of students with specific educational support needs
• Specialized attention to students with specific needs in public and private centers

Each autonomous community will receive its specific allocation through an individualized ministerial resolution. The distribution follows objective criteria approved by the Sectoral Conference, in line with the General Budget Law, and is subject to monitoring and control of the use of funds by the Ministry of Education, Vocational Training and Sports.

Economic and operational impact

The 7,728,791 euros are distributed among the seventeen autonomous communities according to objective criteria approved by the Sectoral Conference. Although the resolution does not publish the allocation table by community in this act—each territory will receive its amount through an individualized ministerial resolution—the total volume allows the scope of the program to be assessed.

From an operational perspective, the implications are as follows:

• Autonomous communities are the direct managers of the funds, with full responsibility for their execution.
• The Ministry exercises supervision and control over the final destination of spending, which implies justification and monitoring obligations for education departments.
• Public and private educational centers are the final beneficiaries, but do not receive the funds directly: they access them through the programs and calls that their respective autonomous communities establish.
• The explicit priority in early stages (early childhood and basic education) will concentrate most spending at these levels.

Who does it affect?

• Education departments of autonomous communities: they are the managers of the funds and must organize their distribution and justification to the Ministry.
• Public educational centers: can benefit from resources for specialized attention, teacher training and early detection programs.
• Private educational centers: also expressly included in the scope of the program.
• Guidance teams and specialist teachers: recipients of training actions and early intervention resources.
• Families of students with specific educational support needs: indirect beneficiaries through family-school collaboration measures.
• Students with specific educational support needs in early childhood education and basic education stages, as the priority group of the program.

Practical example

A medium-sized autonomous community receives its individualized allocation through ministerial resolution. With these funds, the education department can establish, for example, an early detection program in early childhood education centers that includes the hiring of specialists in hearing and language, training sessions for first-cycle teachers and the creation of coordination protocols with families.

Public and private centers in that community that participate in the program access resources through the corresponding regional call, without directly managing state funds. The autonomous community must justify to the Ministry the use of the credits received, proving that they have been applied to the intended purposes: early detection, early intervention, teacher training and family collaboration.

What should centers and managers do now?

1. Education departments: await the individualized ministerial resolution with the amount allocated to their community and prepare internal procedures for fund distribution and justification.
2. Directors and management teams of public and private centers: contact the corresponding education department to learn about the regional calls or programs that will channel these funds to the centers.
3. Guidance teams and diversity attention coordinators: review the needs of students with specific educational support needs in early childhood and basic education stages, to be in a position to request resources when regional calls are established.
4. Private centers: verify that they meet the requirements for participation in the program, given that the regulation expressly includes them as beneficiaries along with public centers.
5. Teacher training managers: identify training needs of teachers in attention to diversity to be able to justify actions financed with these funds.

Official source

Consult complete regulation in official source

Notice: This article is for informational purposes only and does not constitute legal advice. For specific decisions, consult a qualified professional. Source: https://www.boe.es/diario_boe/txt.php?id=BOE-A-2026-13718