Special and integrated special education is an integral part of the national Romanian education system and offers all children/students/young people educational programs adapted to the degree of deficiency and their development 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 since the 1990s by respecting diversity, initiating, and practically realizing 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 was thus designed to meet a broad 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, depending on 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 organizational form of 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 following the model of mainstream schools (content, profiles, specializations, outcomes, objectives and/or competences). What is specific to these units remain the strategies, methods, and teaching/learning modes.

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 are stipulated in the methodologies of organizing and conducting exams.

For each student with severe, profound, or associated deficiencies, a personalized intervention plan is developed with objectives specific to the needs and possibilities for psycho-individual development.

Students with special educational needs benefit from adaptations of examination procedures also in the case of current evaluations.