Special and special integrated education is an integral part of the Romanian national education system and offers all children/pupils/young people educational programs adapted to the degree of deficiency 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 implementing practical 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 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 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 deficiencies 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 following the model of mainstream schools (content, profiles, specializations, outcomes, objectives and/or competencies). Specific to these units remain the strategies, modalities, and teaching/learning methods.

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

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

Students with special educational needs benefit from adaptations to the examination procedures, including for current assessments.