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 their degree of deficiency and 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 as early as 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 schools.

The legislation in the field of special education was thus designed to address a wide and very varied spectrum of special situations. Taking this reality into account, special, special integrated, and inclusive education has 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 implement the curriculum of mainstream schools. These units retain only the structure and form of organization specific to the special education system, while in terms of content, schooling, and specialization, they are similar to the mainstream school. Special technological high schools, high school classes, and special post-secondary classes are organized based on the mainstream school model (content, profiles, specializations, goals, objectives and/or competencies). Specific to these units remain 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 from mainstream education. For them, facilities and adaptations are stipulated in the methodologies for organizing and conducting the exams.

For every 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 adapted examination procedures even for current assessments.