Special and special integrated 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 deficiency and developmental needs.

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

Inclusive education was adopted in Romania as early as the 1990s through trackling diversity, initiating and practically achieving 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.

Legislation in the field of special education has been designed to meet a broad 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 deficiencies apply the school curriculum of the mainstream school. 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 model of mainstream schools (content, profiles, specializations, outcomes, objectives and/or competences). What remains specific to these units are the strategies, ways and methods of teaching/learning.

Upon graduation, students from 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 serious, severe, profound or associated deficiencies, a personalized intervention plan is developed with objectives specific to their needs and psycho-individual development opportunities.

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