Special and integrated special education is an integral part of the Romanian national education system and provides all children/pupils/youth with educational programs adapted to their degree of disability and their development needs.

It is organized at all levels of pre-university education, according to the type and degree of disability: intellectual, 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, about half of students with disabilities are educated in mainstream education.

The legislation in the field of special education has been designed to respond to a broad and very varied spectrum of special situations. Taking into account this reality, special, integrated special, and inclusive education has been organized at all levels of pre-university education, according to the type and degree of disability.

Special education institutions for students with sensory disabilities apply the curriculum of mainstream schools. These institutions retain only the structure and form of organization according to the special education system, while in content, school preparation, and specialization they are similar to mainstream schools. Special technological high schools, special high school classes and special post-secondary classes are organized following the mainstream school model (content, profiles, specializations, outcomes, objectives and/or competences). What remains specific to these institutions are the strategies, ways and methods of teaching/learning.

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

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

Students with special educational needs benefit from adaptations of examination procedures also for current evaluations.