Special and special integrated education is an integral part of the national Romanian education system and offers all children/students/young people educational programs adapted to their 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, as follows: mental, hearing, visual, locomotor, associated.

Inclusive education was adopted in Romania as early as the 1990s, through respect for diversity, initiation and practical achievement 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 education.

The legislation in the field of special education was designed to respond to a wide 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 students 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, and in terms of content, school preparation 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, objectives and/or competencies). What remains specific to these units are the strategies, ways and methods of teaching/learning.

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

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

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