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 their degree of disability and 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, motor, 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, approximately half of students with disabilities are enrolled in mainstream education.

The legislation in the field of special education has been 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, according to the type and degree of disability.

Special education units for students with sensory impairments apply the curricula of mainstream schools. These units retain only the structure and form of organization according to the special education system, while their content, school training, and specialization are similar to those of mainstream schools. Special technological high schools, special high school classes, and special post-secondary classes are organized on the model of mainstream schools (content, profiles, specializations, outcomes, objectives and/or competencies). What remains specific to these units are the strategies, means, and methods of teaching/learning.

Upon graduation, pupils 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 in the methodologies for organizing and conducting exams are stipulated.

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.

Pupils with special educational requirements benefit from adaptations of examination procedures in the case of current assessments as well.