Special and specially integrated 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 their developmental needs.

It is organized at all levels of pre-university education, according to 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, about half of students with disabilities are educated in mainstream schools.

Legislation in the field of special education was designed to respond to a wide and very varied range of special situations. Taking this reality into account, special, specially 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 curriculum of mainstream schools. These units only retain the structure and form of organization according to the special education system, and in terms of content, school preparation, 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 skills). What remains specific to these units are the strategies, means, and teaching/learning methods.

Upon graduation, students of 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 the exams are stipulated.

For each student with severe, profound, or associated disabilities, a personalized intervention plan is developed with objectives specific to their psycho-individual development needs and possibilities.

Students with special educational needs benefit from adaptations of examination procedures, including in current assessments.