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

Inclusive education was adopted in Romania, since the '90s, through 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 enrolled in mainstream education.

Legislation in the field of special education was designed to respond to a broad and varied range of special situations. Taking this reality into account, special education, integrated special education, and inclusive education have 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 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 classes, and special post-secondary classes are organized according to the mainstream school model (content, profiles, specializations, outcomes, objectives and/or competencies). Specific to these units remain the strategies, ways, and methods of teaching/learning.

Upon graduation, students in these special education units sit national exams (tests, baccalaureate, or graduation exams) just like all graduates of mainstream education. For them, facilities and adaptations are stipulated in the organization and conduct methodologies of 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 of psycho-individual development.

Students with special educational needs benefit from adaptations to examination procedures, even in current assessments.