Special and special integrated 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 disability and their 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 in the 1990s through respecting diversity, initiating and practically realizing 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.

Legislation in the field of special education has been designed to respond to a wide and very varied spectrum of special situations. Taking this reality into account, special education, 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 deficiencies apply the curriculum of mainstream schools. These units only retain the structure and organizational form according to the special education system, while in content, school preparation and specialization 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). Specific to these units remain the strategies, modalities, and methods of teaching/learning.

Upon graduation, students of these special education units take national exams (tests, baccalaureate, or graduation exams) just like all graduates of mainstream education. For them, there are provided facilities and adaptations 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 psycho-individual developmental needs and possibilities.

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