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 the degree of deficiency and their development needs.

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

Inclusive education was adopted in Romania as early as the 1990s through respect for diversity, initiation and practical implementation of access and participation in education and social life for all categories of children. Today, about half of students with disabilities are educated in mainstream schooling.

Legislation in the field of special education has been designed to meet 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 retain only the structure and form of organization according to the special education system, while in content, school training 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, goals and/or competencies). What remains specific to these units are the strategies, methods and ways of teaching/learning.

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

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

Pupils with special educational requirements benefit from adaptations of examination procedures also in the case of ongoing assessments.