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 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 as early as 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 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 was 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 organizational form according to the special education system, while the content, school training, and specialization are similar to mainstream schools. Special technological high schools, special high school classes, and special post-high school classes are organized according to the model of mainstream schools (content, profiles, specializations, outcomes, objectives and/or competencies). What remains specific to these units are the strategies, modalities, and methods of teaching/learning.

Upon graduation, students from these special education units take national exams (tests, baccalaureate or graduation exams) 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 possibilities for psycho-individual development.

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