Special and special integrated 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: mental, hearing, visual, motor, associated.

Inclusive education was adopted in Romania as early as 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.

Legislation in the field of special education has been designed to respond to a wide and very varied range of special situations. Taking this reality into account, special, special integrated 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 mainstream school curriculum. These units retain only the structure and organizational form of the special education system, while in content, school training, and specialization they are similar to mainstream schools. Special technological high schools, high school and post-secondary special classes are organized according to the mainstream school model (content, profiles, specializations, outcomes, objectives and/or competences). What remains specific to these units are the strategies, ways, and teaching/learning methods.

Upon graduation, students from these special education units take national exams (tests, baccalaureate or graduation exam) just like all graduates in mainstream education. For them, facilities and adaptations are stipulated in the methodologies for organizing and conducting 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 examination procedures, including for current evaluations.