The State Education Authority Tübingen is, as the lower school supervisory authority, responsible for primary, technical secondary, real secondary, and community schools as well as for special education and counselling centres in an assigned region. It is responsible for the support of inclusive educational settings in individual schools and for the monitoring. Every education authority has a pool of additional teaching load for inclusive education.

The regional council is the authority responsible for a specific administrative district and acts as an interface between the government and the local authorities (district administrations, cities and municipalities). A regional council is divided into different departments. The department “School and Education” deals with school and personnel law issues,  advises and supports schools in all matters, provides impetus for school development and acts as a school supervisory authority. It is also  responsible for planning teacher requirements and managing the state education authorities.

District Office (with two different organizations: ‚Social Security Office‘ and ‘Youth Health Office‘): The institutions under the District Office are responsible for the organization of the so called ‚integration assistance‘. They can provide school support for individual children for the participation in education. According to the German Social Code for every person in education with a mental or physical disability.

The school legislation regulates: Pupils with disabilities and with an ascertained entitlement to special educational offers, if their right to education can’t be fulfilled at mainstreaming schools, they attend a special education and counselling centre. Special education and counselling centres are differentiated according to focal points of support into 9 different categories. They provide their own educational programmes and support regular schools with special educational counselling, support, and education according to the needs. They teach according to different curricula from the mainstreaming curricula.

The secondary school is divided into lower secondary level (grades 5-10) and upper secondary level (grades 11-13). There are at least five different kinds of lower secondary schools (ISCED 2): Hauptschule, Werkrealschule, Realschule, Gymnasium and Gemeinschaftsschule (and the Special Education and Counselling Centres). The school types offer different graded school leaving certificates. In principle, inclusive education (for pupils with disabilities) is possible in all these types of schools. In the upper secondary schools (ISCED 3) differentiated teaching is not planned

Parents of children with and without Special Needs are important cooperation partners in the planning and implementation of inclusive education and corresponding interventions.

The primary school is the common foundational level of the school system. It conveys basic knowledge and skills. Its specific mission is to gradually introduce pupils from playful to school-related forms of learning and work. This includes developing the various talents of the pupils in a common educational programme, practicing the behaviors for living together and promoting the power to construct and express oneself creatively. The primary school comprises four school years. These schools can also offer inclusive education (for pupils with disabilities).

The core tasks of the Centre for School Quality and Teacher Education are: professional development; executive qualifications; developing concepts and managing the implementation; quality assurance for cross-cutting pedagogical topics, subject- and school-specific topics; conception of teaching support programmes; development of educational plans; approval of textbooks; international cooperation projects in teacher education; development, decentralized provision and quality assurance of advisory services, for example regarding school careers, job orientation, need of additional support and special talents; school psychological services; prevention and quality development of general education and vocational schools. At the Centre for School Quality and Teacher Education so called “Practical Inclusion Facilitators“ (Praxisbegleiter*innen Inklusion PBI) are employed with the responsibility for supporting multi-professional teams in inclusive education settings.

Universities of Education educate prospective teachers in the first stage of their training, except for the Gymnasium and vocational schools. Full Universities are responsible for the education in the first phase of these school types. The teacher education curriculum includes one module on inclusive education, that is not obligatory. At least 6 Credit Points are dedicated to inclusive education (in Educational Science). Special Education Teachers have a load of more credits related to inclusive education. The Universities have so called “Professional Schools of Education” with a focus on teacher education.