Although inclusive education is a human right, parallel systems of special and regular schools still exist in major parts of Germany. The self-preservation tendencies of special schools contribute to the stability of these systems and impede the transition to an inclusive school model. Thus, an inclusive education system necessitates the closure of special schools, followed by the redistribution of special education personnel across all schools. Special educators, as permanent members of the teaching staff, can then contribute not only to supporting individual students but also in advisory roles and school development.Simulation studies offer the opportunity to predict, based on data, the potential impacts of inclusive restructuring within the system. In this study, we utilize simulations to data-based model the redistribution of personnel resources following the closure of special schools. The simulations are based on primary school statistics from the German state of Bavaria, which still maintains parallel special and regular school systems, as well as open geographical datasets. We explore how the closure of special schools would affect the personnel resources available to primary schools in different inclusive scenarios. Specifically, we consider how many special educators would be available for an inclusive school system at primary level and how their distribution across schools of varying sizes in urban and rural regions can be optimized to ensure the permanent integration of special educators into every primary school.The results show that the closure of all special schools would result in 63.8% of primary schools receiving at least one permanent special educator. On average, primary schools would be allocated 1.88 full-time special educator positions (Min = 0.05; Max = 13.83). In the case of the closures of only some special schools, this proportion is reduced to 39.44%. Large cities receive significantly more resources than rural areas across all scenarios. In rural regions, the number of students with special needs at a primary school often does not suffice to fill a full special educator position, necessitating the rotation of mobile special educators between schools. This distribution could be efficiently managed in rural areas through geographical proximity and needs-based allocation within districts, with each special educator assigned to two primary schools.We discuss the necessity for parallel school systems to undergo comprehensive restructuring, particularly with regard to resource allocation, in order to develop inclusive structures. Additionally, we highlight the need for the permanent employment of special education professionals in inclusive primary schools and advocate for changes in both general and special education teacher training to support the successful implementation of inclusive education.