Special and special integrated education is an integral part of the national Romanian education system and offers all children/pupils/youth educational programs adapted to their level of disability 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 as early as the 1990s by respecting diversity, initiating and practically realizing 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.

Legislation in the field of special education has been designed to meet a broad and highly varied spectrum of special situations. Taking this reality into account, special, special integrated 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 impairments apply the curriculum of mainstream schools. These units retain only the structure and form of organization of 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 model of mainstream schools (content, profiles, specializations, goals, objectives and/or competencies). What remains specific to these units are the strategies, methods and ways of teaching/learning.

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

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

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