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: intellectual, hearing, visual, locomotor, 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, about half of students with disabilities are educated in mainstream schools.

Special education legislation was thus designed to respond to a broad 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, depending on the type and degree of disability.

Special education units for students with sensory impairments apply the mainstream school curriculum. These units retain only the structure and organizational form of the special education system, while in content, schooling 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 the mainstream school (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 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 are stipulated in the methodologies for organizing and conducting exams.

For each pupil 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, including for current assessments.