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/students/young people educational programs adapted to their degree of deficiency and developmental needs.
It is organized at all levels of pre-university education, according to the type and degree of disability, as follows: mental, hearing, vision, locomotor, associated.
Inclusive education was adopted in Romania since the '90s 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 thus designed to respond to 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 disabilities apply the mainstream school curriculum. These units retain only the structure and organizational form according to the special education system, and 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 model of mainstream schools (content, profiles, specializations, outcomes, objectives and/or competencies). What remains specific to these units are the strategies, modalities and teaching/learning methods.
Upon graduation, students of these special education units take national exams (tests, baccalaureate or graduation exam) just like all graduates in mainstream education. For them, facilities and adaptations in the methodologies for organizing and conducting the exams are stipulated.
For each student with serious, severe, profound, or associated deficiencies 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 to 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/students/young people educational programs adapted to their degree of deficiency and developmental needs.
It is organized at all levels of pre-university education, according to the type and degree of disability, as follows: mental, hearing, vision, locomotor, associated.
Inclusive education was adopted in Romania since the '90s 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 thus designed to respond to 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 disabilities apply the mainstream school curriculum. These units retain only the structure and organizational form according to the special education system, and 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 model of mainstream schools (content, profiles, specializations, outcomes, objectives and/or competencies). What remains specific to these units are the strategies, modalities and teaching/learning methods.
Upon graduation, students of these special education units take national exams (tests, baccalaureate or graduation exam) just like all graduates in mainstream education. For them, facilities and adaptations in the methodologies for organizing and conducting the exams are stipulated.
For each student with serious, severe, profound, or associated deficiencies 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 to 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 are applicable.
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