Special and integrated special education is an integral part of the Romanian national education system and offers all children/students/young people educational programs adapted to the degree of deficiency 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 back in the '90s by respecting diversity, initiating and practically achieving 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 has been designed to respond to a wide and very varied range of special situations. Taking this reality into account, special, integrated special, and inclusive education have 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 their structure and form of organization according to the special education system, while 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 according to the mainstream school model (content, profiles, specializations, outcomes, objectives and/or competencies). What remains specific to these units are the strategies, methods, and approaches to teaching/learning.

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

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

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