Special and integrated special education is an integral part of the Romanian national education system and offers all children/pupils/young people educational programs adapted to their degree of deficiency and their developmental needs.

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

Inclusive education was adopted in Romania since the 1990s by respecting diversity, initiating and practically achieving access and participation in education and social life for all categories of children. Today, about half of students with disabilities are schooled in mainstream education.

The legislation in the field of special education was designed to respond to a wide and very varied range 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 curriculum of mainstream schools. These units only retain the structure and form of organization according to the special education system, and 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 competences). Specific to these units remain the strategies, ways and methods of teaching/learning.

Upon graduation, students from these special education units take national exams (tests, baccalaureate or graduation exams) 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 deficiencies, 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 of examination procedures also during current assessments.