Special and integrated special education is an integral part of the Romanian national education system and offers all children/students/young people educational programs adapted to their degree of deficiency and their developmental needs.

It is organized at all levels of pre-university education, according to 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 achieving access and participation in education and social life for all categories of children. Today, approximately half of students with disabilities are enrolled in mainstream education.

The legislation in the field of special education was thus designed to respond to 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, according to 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 from 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 following the model of mainstream schools (content, profiles, specializations, outcomes, objectives and/or competences). What remains specific to these units are the strategies, means, 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, facilities and adaptations are stipulated in the methodologies for organizing and conducting exams.

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

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