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 deficiency 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, locomotor, 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, approximately half of students with disabilities are educated in mainstream education.

The legislation in the field of special education was designed to respond to a broad and very varied spectrum of special situations. Taking into account this reality, special, special integrated, and inclusive education have been organized at all levels of pre-university education, depending on the type and degree of disability.

Special education units for students with sensory deficiencies apply the curriculum of the mainstream school. 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 according to the mainstream school model (content, profiles, specializations, outcomes, objectives and/or competences). Specific to these units remain the strategies, methods, and teaching/learning modalities.

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 adjustments 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 needs and psycho-individual development possibilities.

Students with special educational needs benefit from adaptations of examination procedures also during ongoing assessments.