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 disability 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 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 schools.

The legislation in the field of special education has been designed to respond to a broad and very varied range 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 organizational form of 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 according to the model of mainstream schools (content, profiles, specializations, outcomes, objectives and/or competencies). What remains specific to these units are the strategies, methods, and teaching/learning approaches.

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

For each student with severe, serious, profound, or associated disabilities, 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 to examination procedures in the case of regular assessments as well.