Special and special 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 deficiency 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, approximately half of students with disabilities are educated in mainstream education.

The legislation in the field of special education was thus designed to respond to a broad and very varied spectrum of special situations. Taking this reality into account, special, special integrated 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 curriculum plan of mainstream schools. These units only retain the structure and form of organization according to 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, fields, specializations, outcomes, objectives and/or competences). Specific to these units remain the strategies, means and methods of teaching/learning.

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

For each pupil with severe, profound or associated disorders, a personalized intervention plan is developed with objectives specific to the needs and possibilities of psycho-individual development.

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