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 their degree of deficiency and 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, motor, associated. 

Inclusive education was adopted in Romania since the 1990s, through the respect of diversity, the initiation and practical realization of access and participation in education and social life for all categories of children. Today, approximately half of students with disabilities are enrolled in mainstream education.

The legislation in the field of special education has been designed to respond to a wide and very varied range 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 of the special education system, while in content, schooling, and specialization they 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, finalities, objectives and/or competences). What remains specific to these units are the strategies, modalities and teaching/learning methods.

Upon graduation, students of these special education units take national exams (tests, baccalaureate or graduation exam) 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 psycho-individual needs and development possibilities.

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