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 deficiency and 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 since 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 broad and very varied spectrum of special situations. Considering this reality, 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 educational 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, and 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 according to the model of mainstream schools (content, profiles, specializations, results, objectives and/or competencies). The strategies, methods and teaching/learning modalities remain specific to these units.

Upon graduation, students from these special educational 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 exams.

For each student with severe, profound, or associated deficiencies, a personalized intervention plan is developed with objectives specific to the needs and possibilities for psychoindividual development.

Students with special educational needs benefit from adaptations of examination procedures in their current assessments as well.