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 disability and their developmental needs.

It is organized at all levels of pre-university education, depending on the type and degree of disability, as follows: mental, hearing, vision, 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, approximately half of pupils with disabilities are educated in mainstream education.

Legislation in the field of special education has thus been designed to respond to 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, depending on the type and degree of disability.

Special educational 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, and in content, school preparation, 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 mainstream school model (content, profiles, specializations, goals, objectives and/or competencies). What remains specific to these units are the strategies, modalities, and teaching/learning methods.

Upon graduation, the students of these special educational units take national exams (tests, baccalaureate or graduation exam) just like all graduates of mainstream education. For them, facilities and adaptations are stipulated in the methodologies for organizing and carrying out 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 adaptations to examination procedures also in the case of ongoing assessments.