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 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 since 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 educated in mainstream education.

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 have been organized at all levels of pre-university education, according to the type and degree of disability.

Special educational units for students with sensory deficiencies apply the curriculum of mainstream schools. These units retain only the structure and organizational form of the special education system, and in content, school preparation, and specialization 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). The strategies, modalities, and teaching/learning methods remain specific to these units.

Upon graduation, students of these special educational 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 disabilities, a personalized intervention plan is developed with objectives specific to the needs and possibilities for psycho-individual development.

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