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 the degree of disability and their 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, locomotor, associated.

Inclusive education was adopted in Romania, since the 1990s by respecting diversity, initiating and implementing the practical 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 was thus designed to respond to a broad and highly 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 education units for students with sensory disabilities apply the curriculum of mainstream schools. These units retain only the structure and form of organization according to the special education system, while the 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 model of mainstream schools (content, profiles, specializations, outcomes, objectives and/or competencies). Strategies, methods, and teaching/learning modalities remain specific to these units.

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

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

Students with special educational needs benefit from adaptations to examination procedures in the case of routine assessments as well.