Special education*
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Special and special integrated 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 developmental needs.
It is organized at all levels of pre-university education, depending on the type and degree of disability, as follows: intellectual, hearing, visual, motor, associated.
Inclusive education was adopted in Romania as early as 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.
The legislation in the field of special education was designed to address a broad and very varied spectrum of special situations. Taking this reality into account, special, specially 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 curriculum of mainstream schools. These units only retain the structure and form of organization of the special education system, and in 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 model of mainstream schools (content, profiles, specializations, outcomes, objectives and/or competencies). Specific to these units remain the strategies, modalities, and teaching/learning methods.
Upon graduation, students from these special education units take national exams (tests, baccalaureate, or graduation exam) just like all graduates from mainstream education. Facilities and adaptations in the methodologies for organizing and conducting exams are stipulated for them.
For each student with severe, profound, or associated disabilities, a personalized intervention plan is developed with specific objectives tailored to their needs and psycho-individual development possibilities.
Students with special educational needs benefit from adaptations of examination procedures also in the case of regular evaluations.
*Special and special integrated 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 developmental needs.
It is organized at all levels of pre-university education, depending on the type and degree of disability, as follows: intellectual, hearing, visual, motor, associated.
Inclusive education was adopted in Romania as early as 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.
The legislation in the field of special education was designed to address a broad and very varied spectrum of special situations. Taking this reality into account, special, specially 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 curriculum of mainstream schools. These units only retain the structure and form of organization of the special education system, and in 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 model of mainstream schools (content, profiles, specializations, outcomes, objectives and/or competencies). Specific to these units remain the strategies, modalities, and teaching/learning methods.
Upon graduation, students from these special education units take national exams (tests, baccalaureate, or graduation exam) just like all graduates from mainstream education. Facilities and adaptations in the methodologies for organizing and conducting exams are stipulated for them.
For each student with severe, profound, or associated disabilities, a personalized intervention plan is developed with specific objectives tailored to their needs and psycho-individual development possibilities.
Students with special educational needs benefit from adaptations of examination procedures also in the case of regular evaluations.
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In the case of a dispute between the beneficiary and the competent authority, the provisions of common law shall apply.
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