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 disability and 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 since the 1990s by respecting diversity, initiating and practically implementing access and participation in education and social life for all categories of children. Today, approximately half of students with disabilities are educated in mainstream schools.

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

Special education units for students with sensory impairments apply the curriculum of mainstream schools. These units keep only the structure and form of organization according to the special education system, while in content, school preparation and specialization they are similar to mainstream schools. Special technological high schools, special 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, modalities and methods of teaching/learning.

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

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