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: intellectual, hearing, visual, motor, associated.

Inclusive education was adopted in Romania as early as the 1990s 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 issuing disabilities are educated in mainstream education.

The legislation in including special education was designed to meet a broad 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 education units for students with sensory disabilities apply the curriculum of mainstream schools. These units retain only the structure and organizational form according to the special education system, while in terms of content, schooling, and specialization they are similar to mainstream schools. Special technological high schools, high school classes and special post-secondary classes are organized following the mainstream school model (content, profiles, specializations, outcomes, objectives and/or competencies). What remains specific to these units are the strategies, ways and methods of teaching/learning.

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

For each student with severe, profound, or associated disabilities, a personalized intervention plan is developed with objectives specific to their needs and possibilities for psycho-individual development.

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