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

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

Inclusive education was adopted in Romania as early as the 1990s through the respect for diversity, the initiation and practical implementation of access and participation in education and social life for all categories of children. Today, about half of students with disabilities are enrolled in mainstream education.

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

Special education units for students with sensory impairments apply the curriculum of mainstream schools. These units maintain only the structure and form of organisation according to the special education system, while the content, school preparation and specialisation are similar to mainstream schools. Special technological high schools, high school classes and special post-secondary classes are organised according to the mainstream school model (content, profiles, specialisations, outcomes, objectives and/or competences). What is specific to these units remain the strategies, methods and approaches of teaching/learning.

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

For each pupil with severe, profound, or associated disabilities, a personalised intervention plan is developed with objectives specific to their needs and psycho-individual development possibilities.

Pupils with special educational needs benefit from adaptations of examination procedures also in the case of ongoing assessments.