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 level of disability and 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, motor, associated.

Inclusive education was adopted in Romania as early as the 1990s by respecting diversity, initiating and practically realizing access and participation in education and social life for all categories of children. Today, approximately half of all students with disabilities are educated in mainstream education.

The legislation in the field of special education was designed to meet a wide 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, according to the type and degree of disability.

Special education institutions for students with sensory impairments apply the curriculum of mainstream schools. These institutions only retain the structure and form of organization 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). Specific to these institutions remain the strategies, methods, and teaching/learning techniques.

Upon graduation, students of these special education institutions take national exams (tests, baccalaureate, or graduation exam) 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 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 for ongoing assessments.