Special and integrated special education is an integral part of the Romanian national education system and offers all children/students/young people educational programs adapted to their degree of deficiency 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, motor, associated.

Inclusive education was adopted in Romania since the 1990s by respecting diversity, initiating and practically implementing 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.

The legislation in the field of special education was designed to respond to a wide and very varied spectrum of special situations. Considering this reality, 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 deficiencies apply the curriculum of mainstream schools. These units retain only the structure and form of organization according to the special education system, while in content, school preparation and specialization they are similar to the mainstream school. Special technological high schools, high school classes and special post-high school classes are organized according to the model of mainstream schools (content, profiles, specializations, outcomes, objectives and/or competencies). The strategies, methods and teaching/learning modalities remain specific to these units.

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 the exams.

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

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