Support by type of need
You will find the Spanish support route, classroom types and organisations that match your child's specific need.
Support in Spanish schools depends heavily on your child's type of need. Autism, ADHD and dyslexia, sensory or physical disability, intellectual disability and high ability each have their own route, classroom types and specialist organisations. This section helps you find the ones that match your…
Pick the article that fits your situation
Autism (TEA) at school: classrooms, methods and support in Spain
Explains the three school settings for autistic children in Spain, the teaching methods you are likely to meet, and how your region decides placement. For parents of an autistic child who are choosing or checking a school.
ADHD (TDAH), dyslexia and learning difficulties: turning a diagnosis into classroom support
A diagnosis of ADHD or dyslexia opens the door to classroom adjustments in Spain, but it does not guarantee specific hours of help. This page is for parents who want to know which adaptations are realistic and what evidence schools accept.
Deaf, blind, low-vision or physical disability: school support and specialist services
How to arrange school support if your child is deaf, blind, has low vision or has a physical disability: sign language, ONCE services, accessible buildings and who pays for aids. For families new to the Spanish school system.
Intellectual disability and complex needs: schooling and daily care in Spain
How children with intellectual disability or complex needs are placed in Spanish schools, who decides, what it costs, and what staff and care to expect. For parents who need to understand the options before meeting the school authorities.
Gifted children (altas capacidades): identification and enrichment
How to get a gifted child formally identified in a Spanish school and what support follows: enrichment in class, out-of-school programmes and moving up a year. For parents of children who may have altas capacidades.
About this topic
Where to start: read "ADHD (TDAH), dyslexia and learning difficulties: turning a diagnosis into classroom support". It explains what a diagnosis does and does not guarantee, and which adaptations are realistic. This is useful even if your child has a different need, because it shows how support is turned into action in the classroom.
Then go to the article that fits your child:
- "Autism (TEA) at school: classrooms, methods and support in Spain"
- "Deaf, blind, low-vision or physical disability: school support and specialist services"
- "Intellectual disability and complex needs: schooling and daily care in Spain"
- "Gifted children (altas capacidades): identification and enrichment"
Assessment, choosing a school place in general, therapy costs and medical care are covered elsewhere in the guide.
Key rules
- Skipping a year: A gifted child can generally move up one year in primary and one year in ESO, and each region sets its exact maximum.
- NEAE: ADHD, dyslexia and other learning difficulties count as NEAE, not NEE.
- No guaranteed hours: A diagnosis opens the door to ordinary adjustments but does not guarantee individual support hours.
- Who decides: Your regional education authority decides placement, based on the school guidance team's evaluation.
- Your rights: You can state a school preference and appeal the decision.
- First step: Ask for the dictamen de escolarización when you apply for a school place, as most specialist support depends on it.
Documents you may need
- The school's own psychoeducational evaluation — ADHD (TDAH), dyslexia and learning difficulties: turning a diagnosis into classroom support
- Ophthalmology reports documenting your child's sight loss — Deaf, blind, low-vision or physical disability: school support and specialist services
- A private report from a psychologist or neuropsychologist — ADHD (TDAH), dyslexia and learning difficulties: turning a diagnosis into classroom support
- Disability certificate — Deaf, blind, low-vision or physical disability: school support and specialist services
Support by type of need: questions that cross several articles
Does my child need a public health diagnosis to get school support?
No, a public health diagnosis is not always needed, because the school's own evaluation is what formally triggers support. For dyslexia, the school guidance team can recognise it through its own psychoeducational evaluation, and private reports from a psychologist are usually taken as supporting evidence. Read the article on ADHD (TDAH), dyslexia and learning difficulties for what to ask for.
Why does it matter whether my child counts as NEE or NEAE?
It matters because the label decides how much support is realistic. Autism and disability count as NEE, while ADHD, dyslexia and other learning difficulties count as NEAE. Significant curricular adaptations and special-school places are reserved for NEE, while NEAE support is mostly ordinary measures such as extra time and adapted exams. See the autism article and the ADHD (TDAH), dyslexia and learning difficulties article.
Who decides which classroom or school my child is placed in?
The regional education authority decides, based on an evaluation by the school guidance team. That team writes a report and a recommendation on the setting, which is usually validated by the inspectorate or a provincial committee. You are heard, you can state a school preference, and you can appeal. Read the autism article and the intellectual disability and complex needs article for how this works.
Is a specialised classroom the same as a special school?
No, a specialised classroom such as an aula TEA sits inside an ordinary school, while a special school is a separate centre. See Autism (TEA) at school: classrooms, methods and support in Spain.
Will the same type of specialised classroom exist wherever we live in Spain?
No, the names and numbers of specialised classrooms vary by region, even though the right to support applies across Spain. Madrid has centros preferentes, Cataluña has USEE and the Comunitat Valenciana has aulas CYL, for example. Read the autism article, then ask your regional education department for the current list of schools.
Explore places
Where you live changes the details. See how Spanish regions and cities compare on rent, jobs, weather, safety and healthcare.
What to read next
More in Special needs and support
Evaluation and foreign diagnoses
You will know how to start a school evaluation, what your existing reports count for, what to prepare and what to request while you wait.
Special needs school placement
You will know the placement options, how to decide and how to secure a place with support, including when you arrive mid-year.
Support and plans in the classroom
You will know the school's support roles, what a plan really changes, how adaptations affect progress and how to work with the team.
Also in Family, children, and education
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Always verify important information with the relevant official authority or a qualified adviser before acting. This website uses large language models together with various public data sources, official government documents and other established sources. Due to the amount of data on this website, some information might be wrong. Information may also be incomplete or outdated.