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 disability and their developmental needs.

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

Inclusive education was adopted in Romania as early as the 1990s 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.

Legislation in the field of special education has been designed to respond to a broad and very varied range 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 pupils with sensory disabilities apply the curriculum of mainstream schools. These units retain only the structure and form of organization according to the special education system, but 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 according to the model of mainstream schools (content, profiles, specializations, outcomes, objectives and/or competences). What is specific to these units are the strategies, methods and modes 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, facilities and adaptations are stipulated in the methodologies for organizing and conducting exams.

For each student with severe, profound or associated disabilities, a personalized intervention plan is drawn up 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.