Special and integrated special 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 deficiency and their development needs.

It is organized at all levels of pre-university education, according to the type and degree of disability, as follows: mental, hearing, visual, locomotor, associated. 

Inclusive education was adopted in Romania, since the 1990s, by respecting diversity, initiating and practically ensuring 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 has been designed to respond to a wide and very varied spectrum of special situations. Taking this reality into account, special education, integrated special education 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 impairments apply the curriculum of mainstream schools. These units retain only the structure and form of organization according to the special education system, and in terms of 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 following the model of mainstream schools (content, profiles, specializations, outcomes, objectives and/or competencies). What remains specific to these units are the strategies, means and methods of teaching/learning.

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

For every 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 of examination procedures also in the case of current assessments.