Special and integrated special education is an integral part of the Romanian national education system and offers all children/students/young people educational programs adapted to the 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, visual, motor, associated.

Inclusive education was adopted in Romania as early as the 1990s by respecting diversity, initiating and practically achieving 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 broad and very varied spectrum of special situations. Taking this reality into account, 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 units for students with sensory impairments apply the mainstream school curriculum. These units retain only the structure and organizational form of the special education system, while in content, school training and specialization are similar to mainstream schools. Special technological high schools, high school classes and special post-secondary classes are organized according to the mainstream school model (content, profiles, specializations, outcomes, objectives and/or competencies). Specific to these units remain the strategies, modalities and teaching/learning methods.

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

For each student with severe, profound or associated impairments, a personalized intervention plan is developed with objectives specific to the needs and possibilities for psychoindividual development.

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