Special and integrated special 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, depending on the type and degree of disability, as follows: mental, hearing, visual, motor, associated.

Inclusive education has been adopted in Romania since the '90s by respecting diversity, initiating and practically implementing access and participation in education and social life for all categories of children. Today, approximately half of students with disabilities are educated in mainstream education.

The legislation in the field of special education has been designed to respond to a wide and very varied spectrum of special situations. Taking this reality into account, special, integrated special 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 apply the curriculum of mainstream schools. These units retain only the structure and form of organization according to the special education system, while 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). Specific to these units remain the strategies, modalities and teaching/learning methods.

Upon graduation, students from these special education units take national exams (tests, baccalaureate or graduation exams) just like all graduates from mainstream education. Facilities and adaptations are stipulated for them in the methodologies for the organization and conducting of exams.

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

Students with special educational needs benefit from adaptations of examination procedures even in routine assessments.