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 disability and their development 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 '90s 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 was thus 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 schools for students with sensory disabilities apply the curriculum of mainstream schools. These units only retain the structure and organizational form of the special education system, while in terms of content, school preparation and specialization they are similar to mainstream schools. Special technological high schools, special high school classes and special post-secondary classes are organized after the model of mainstream schools (content, profiles, specializations, outcomes, objectives and/or competences). What remains specific to these units are 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. 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 the needs and possibilities of psycho-individual development.

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