Special and integrated special education is an integral part of the Romanian national education system and offers all children/pupils/young people educational programs adapted to their degree of deficiency and developmental needs.

It is organized at all levels of pre-university education, depending on the type and degree of disability, as follows: mental, hearing, visual, locomotor, associated. 

Inclusive education was adopted in Romania back in the 1990s by respecting diversity, initiating and practically realizing access and participation in education and social life for all categories of children. Today, approximately half of students with disabilities are educated in mainstream education.

The legislation in the field of special education was thus designed to respond to a wide and very varied spectrum of special situations. Taking this reality into account, special, integrated special and inclusive education has been organized at all levels of pre-university education, depending on the type and degree of disability.

Special education units for students with sensory deficiencies apply the curriculum of mainstream schools. These units only retain the structure and organizational form of the special education system, and in content, school preparation and specialization they are similar to mainstream schools. Special technological high schools, high school classes and special post-secondary classes are organized following the model of the mainstream school (content, profiles, specializations, outcomes, objectives and/or competences). Strategies, methods and teaching/learning modalities remain specific to these units.

Upon graduation, students of these special education units take national exams (tests, baccalaureate or graduation exam) just like all graduates in mainstream education. Facilities and adaptations in the methodologies for organizing and conducting exams are stipulated for them.

For each student with severe, profound or associated deficiencies, a personalized intervention plan is developed with specific objectives addressing the needs and possibilities for psycho-individual development.

Students with special educational needs benefit from adaptations of examination procedures even in current assessments.