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 development 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 realizing 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 conceived so as to respond to a wide and very varied range 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 impairments apply the mainstream school curriculum. These units retain only the structure and organizational form according to the special education system, and in content, school training and specialization 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 competencies). What remains specific to these units are the strategies, means and methods of teaching/learning.

Upon graduation, students of these special educational units take national exams (tests, baccalaureate or graduation exam) just like all graduates from mainstream education. For them, there are provided 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 specific objectives to their psycho-individual development needs and possibilities.

Students with special educational needs benefit from adaptations in examination procedures even in current assessments.