Special and integrated special education is an integral part of the Romanian national education system and provides all children/students/young people with 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, vision, 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 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, depending on the type and degree of disability.

Special education units for students with sensory impairments apply the standard school curriculum. These units retain only the structure and organizational form of the special education system, while in content, school preparation and specialization they are similar to standard schools. Special technological high schools, high school classes and special post-secondary classes are organized according to the model of the standard school (content, profiles, specializations, outcomes, objectives and/or competencies). Specific to these units remain the strategies, modalities and methods of teaching/learning.

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

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

Students with special educational requirements benefit from adaptations of examination procedures even in current assessments.