Special and integrated special 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 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 implementing access and participation in education and social life for all categories of children. Today, about half of pupils 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. 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 education units for pupils with sensory impairments apply the mainstream education curriculum. These units retain only the structure and organizational form of the special education system, while in content, school preparation and specialization they are similar to the mainstream school. Special technological high schools, high school classes and special post-high school classes are organized following the mainstream school model (content, profiles, specializations, outcomes, objectives and/or competences). What remains specific to these units are the strategies, modes and methods of teaching/learning.

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

For each pupil with severe, profound or associated deficiencies, a personalized intervention plan is developed with objectives specific to his/her needs and possibilities for psycho-individual development.

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