Special and special integrated education is an integral part of the Romanian national education system and offers all children/pupils/young people educational programs adapted to their degree of disability and 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, motor, associated.

Inclusive education was adopted in Romania since the 1990s by respecting diversity, initiating and practically implementing 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 wide and very varied spectrum of special situations. Taking this reality into account, special, special integrated, and inclusive education has been organized at all levels of pre-university education, according to the type and degree of disability.

Special education units for students with sensory impairments apply the mainstream school curriculum. These units 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, high school classes, and special post-secondary classes are organized after the model of the mainstream school (content, profiles, specializations, outcomes, objectives, and/or competencies). The specific features of these units remain the strategies, approaches, and teaching/learning methods.

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

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

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