Special and integrated special education is an integral part of the Romanian national education system and offers all children/students/young people educational programs adapted to their degree of disability and developmental 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 as early as the 1990s by respecting diversity, initiating, and practically implementing 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 respond to a wide and very varied spectrum of special situations. Considering this reality, special, integrated special, 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 disabilities apply the mainstream school curriculum. These units retain only the structure and form of organization according to the special education system, while in content, school preparation and specialization 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, outcomes, objectives, and/or competences). What remains specific to these units are the strategies, methods, and teaching/learning modalities.

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 each student with severe, profound, or associated disabilities, a personalized intervention plan is developed with objectives specific to their needs and individual psycho-developmental possibilities.

Students with special educational needs benefit from adapted examination procedures, also in the case of current assessments.