Special education*
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Special and integrated special education is an integral part of the Romanian national education system and offers all children/pupils/youth educational programs adapted to the degree of disability and their 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, locomotor, 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, about half of students with disabilities are educated in mainstream education.
Legislation in the field of special education has been designed to meet a wide and very varied spectrum of special situations. Considering this reality, special, integrated special, and inclusive education have been organized at all levels of pre-university education, according to the type and degree of disability.
Special education units for students with sensory deficiencies apply the curriculum of mainstream schools. These units retain only the structure and form of organization according to 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). What is specific to these units remain the strategies, modalities, and methods of teaching/learning.
At graduation, students from these special education units take national exams (tests, baccalaureate, or graduation exams) 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 needs and psycho-individual development possibilities.
Students with special educational needs benefit from adaptations of the examination procedures also in the case of regular assessments.
*Special and integrated special education is an integral part of the Romanian national education system and offers all children/pupils/youth educational programs adapted to the degree of disability and their 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, locomotor, 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, about half of students with disabilities are educated in mainstream education.
Legislation in the field of special education has been designed to meet a wide and very varied spectrum of special situations. Considering this reality, special, integrated special, and inclusive education have been organized at all levels of pre-university education, according to the type and degree of disability.
Special education units for students with sensory deficiencies apply the curriculum of mainstream schools. These units retain only the structure and form of organization according to 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). What is specific to these units remain the strategies, modalities, and methods of teaching/learning.
At graduation, students from these special education units take national exams (tests, baccalaureate, or graduation exams) 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 needs and psycho-individual development possibilities.
Students with special educational needs benefit from adaptations of the examination procedures also in the case of regular assessments.
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In the case of a dispute between the beneficiary and the competent authority, the provisions of common law apply.
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