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 deficiency and their development needs.

It is organized at all pre-university education levels, 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 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 designed to respond to a wide and very varied spectrum 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 impairments apply the curriculum of mainstream schools. These units only retain the structure and form of organization of the special education system, while in content, schooling, and specialization they are similar to mainstream schools. Special technological high schools, high school classes, and special post-secondary classes are organized following the mainstream school model (content, profiles, specializations, outcomes, objectives and/or competencies). Specific to these units remain the strategies, methods, and teaching/learning approaches.

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