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 disability and their development 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 since the 1990s by respecting diversity, initiating and practically achieving access and participation in education and social life for all categories of children. Today, about half of students with disabilities are educated in mainstream education.

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

Special education units for students with sensory disabilities apply the curriculum of mainstream schools. These units retain only the structure and form of organization according to the special education system, and in terms of content, school training and specialization they are similar to mainstream schools. Special technological high schools, high school classes, and special post-secondary classes are organized after the model of mainstream schools (content, profiles, specializations, outcomes, objectives and/or competences). Specific to these units remain the strategies, ways and methods of teaching/learning.

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

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

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