Special and integrated special education is an integral part of the Romanian national education system and provides all children/students/young people with 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, 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, 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 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, according to 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 organizational form of the special education system, and in content, schooling, and specialization 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 competencies). 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 exam) just like all graduates from mainstream education. For them, facilities and adaptations are stipulated in the methodologies for the organization and conduct of the exams.

For each student with severe, profound, or associated disabilities, a personalized intervention plan is developed with specific objectives tailored 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 regular assessments.