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 the degree of disability and their developmental needs.

It is organized 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 since the 1990s by respecting diversity, initiating and practically implementing 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 was 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, according to the type and degree of disability.

Special education institutions for students with sensory impairments apply the mainstream school curriculum. These institutions keep only their structure and form of organization according to 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 mainstream schools (content, profiles, specializations, outcomes, objectives and/or competences). What is specific to these institutions remains the strategies, modalities, and methods of teaching/learning.

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

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

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