Special and integrated special education is an integral part of the Romanian national education system and offers all children/students/youth educational programs adapted to their 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, vision, locomotor, 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, about half of students with disabilities are educated in mainstream education.

The legislation in the field of special education has thus been designed to respond to a wide and very varied range of special situations. Considering this reality, special, integrated special, and inclusive education has been organized at all levels of pre-university education, depending on the type and degree of disability.

Special education institutions for students with sensory impairments apply the curriculum of mainstream schools. These institutions retain only the structure and organizational form 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, outcomes, objectives and/or competencies). What remains specific to these institutions are the strategies, modalities, and teaching/learning methods.

Upon graduation, students from these special education institutions take national exams (tests, baccalaureate or graduation exam) just like all graduates from 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 psycho-individual development possibilities.

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