Special and integrated special education is an integral part of the Romanian national education system and offers all children/pupils/youth educational programs adapted to the degree of disability and their developmental needs.

It is organized at all levels of pre-university education, according to the type and degree of disability, as follows: mental, hearing, visual, locomotor, associated.

Inclusive education has been adopted in Romania since the 1990s through respecting diversity, initiating and practically realizing 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 was thus designed to respond to 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 units for students with sensory disabilities apply the curriculum of mainstream schools. These units retain only the structure and organization form according to the special education system, while their content, school preparation and specialization are similar to mainstream schools. Special technological high schools, high school classes and special post-secondary classes are organized based on the mainstream school model (content, profiles, specializations, outcomes, objectives and/or competences). What remains specific to these units are the strategies, modes and teaching/learning methods.

Upon graduation, students of these special education units take national exams (tests, baccalaureate or graduation exam) just like all graduates from mainstream education. For them, there are stipulated facilities and adaptations 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 developmental possibilities.

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