Special and special integrated education is an integral part of the Romanian national education system and offers all children/pupils/young people educational programs adapted to the 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 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 was thus designed to respond to a wide and very varied range of special situations. Taking political and economic interest and the availability of this reality into account, special, special integrated and inclusive education was organized at all levels of pre-university education, depending on the type and degree of disability.

Special education units for students with sensory impairments apply the curriculum of mainstream schools. These units retain only the structure and form of organization of the special education system, but in terms of content, schooling 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, outputs, objectives and/or competences). What remains specific to these units are the strategies, modalities and methods of teaching/learning.

Upon graduation, students of these special education units take national exams (tests, baccalaureate or graduation exam) just like all mainstream education graduates. For them, facilities and adaptations are stipulated in the methodologies for organizing and conducting the exams.

For each pupil with severe, profound or associated disabilities, a personalized intervention plan is drawn up with objectives specific to the needs and possibilities for psycho-individual development.

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