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 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 achieving 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.

Legislation in the field of special education was designed to respond to a wide and very varied range of special situations. Taking this reality into account, special, special 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 organizational form 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 following the model of mainstream schools (content, profiles, specializations, outcomes, objectives and/or competencies). Specific to these units remain 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 in mainstream education. For them, facilities and adaptations in the methodologies for organizing and conducting the exams are stipulated.

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

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