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 the degree of deficiency and their developmental needs.

It is organized at all levels of pre-university education, depending on the type and degree of disability, such as: mental, hearing, visual, locomotor, associated.

Inclusive education was adopted in Romania as early as the '90s by respecting diversity, initiating and practically ensuring 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 law in the field of special education was designed to respond to a wide and very varied spectrum of special situations. Taking this reality into account, 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 the mainstream school. These units only retain the structure and organizational form of the special education system, and in content, scholastic preparation and specialization are similar to the mainstream school. Special technological high schools, high school classes and special post-secondary classes are organized following the model of mainstream schools (content, profiles, specializations, results, objectives and/or competencies). What remains specific to these units are the strategies, approaches and methods of teaching/learning.

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

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

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