Special and specially integrated education is an integral part of the Romanian national education system and provides all children/students/young people with 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, 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, approximately 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 wide and very varied range of special situations. Taking into account this reality, special, specially integrated, 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 impairments apply the curriculum of mainstream schools. These units retain only the structure and form of organization according to the special education system, while in content, school training, 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, goals, objectives and/or competencies). What remains specific to these units are the strategies, modalities, and methods of teaching/learning.

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

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

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