Special and special integrated education is an integral part of the Romanian national educational system and offers all children/students/young people 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: intellectual, hearing, visual, locomotor, associated. 

Inclusive education was adopted in Romania as early as the 1990s by respecting diversity, initiating and practically implementing 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 was designed to respond to a wide and very varied spectrum of special situations. Considering this reality, special, integrated special and inclusive education has been 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 form of organization according to the special education system, and in content, school preparation and specialization are similar to mainstream schools. Special technological high schools, special high school classes and special post-secondary classes are organized according to the mainstream school model (content, profiles, specializations, outcomes, objectives and/or competencies). What remains specific to these units are the strategies, ways and methods of teaching/learning.

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

For each student with severe, serious, profound or associated disabilities, a personalized intervention plan is developed with objectives specific to their needs and their psycho-individual development possibilities.

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