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 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 by respecting diversity, initiating and practically achieving 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 wide and very varied spectrum of special situations. Taking this reality into account, special, special integrated, and inclusive education have been organized at all levels of pre-university education, depending on the type and degree of disability.

Special educational units for students with sensory impairments apply the mainstream school curriculum. These units only retain the structure and organizational form of 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 following the mainstream school model (content, profiles, specializations, outcomes, objectives and/or competences). Specific to these units remain the strategies, methods, and teaching/learning modalities.

Upon graduation, students from these special educational units take national exams (tests, baccalaureate, or graduation exam) just like all mainstream education graduates. For them, facilities and accommodations 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 individual psycho-developmental needs and possibilities.

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