Special and specially integrated 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 development needs.

It is organized at all levels of pre-university education, according to the type and degree of disability, as follows: intellectual, hearing, visual, motor, associated. 

Inclusive education was adopted in Romania as early as the 1990s by respecting diversity, initiating and practically ensuring 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.

The 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, specially integrated and inclusive education has been organized at all levels of pre-university education, according to the type and degree of disability.

Special educational institutions for students with sensory impairments apply the curriculum of mainstream schools. These institutions 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 following the model of mainstream schools (content, profiles, specializations, outcomes, objectives and/or competencies). The strategies, means, and teaching/learning methods remain specific to these institutions.

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

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