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 their degree of deficiency and development 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 as early as the 1990s by respecting diversity, initiating and practically carrying out 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 designed to respond to a wide and very varied spectrum of special situations. Taking this reality into account, special, integrated special and inclusive education was organized at all levels of pre-university education, according to 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 organizational form according to the special education system, and in content, school training and specialization, are similar to mainstream schools. Special technology high schools, high school classes and special post-secondary classes are organized after the model of mainstream schools (content, profiles, specializations, outcomes, objectives and/or competencies). What remains specific to these units are the strategies, modalities and teaching/learning methods.

Upon graduation, students from these special education units take national exams (tests, baccalaureate or graduation examination) 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 impairments, a personalized intervention plan is developed with specific objectives according to their needs and the possibilities for psycho-individual development.

Students with special educational needs benefit from adaptations to examination procedures even in the case of current evaluations.