Special and special integrated education is an integral part of the national Romanian education system and offers all children/pupils/young people educational programs adapted to their 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, locomotor, associated.

Inclusive education was adopted in Romania as early as the 1990s by respecting diversity, initiating and practically realizing access and participation in education and social life for all categories of children. Today, about half of students with disabilities are educated in mainstream education.

The legislation in the field of special education was thus designed to respond to a broad and very varied spectrum of special situations. Taking this reality into account, special, special integrated 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 disabilities apply the mainstream school curriculum. These units retain only the structure and organizational form of the special education system, and in content, school preparation and specialization are similar to the mainstream school. Special technological high schools, high school classes and special post-secondary classes are organized following the mainstream school model (content, profiles, specializations, outcomes, objectives and/or competences). What remains specific to these units are the strategies, modalities and teaching/learning methods.

Upon graduation, pupils in 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 possibilities for psycho-individual development.

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