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, 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 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.

The legislation in the field of special education was designed to respond to a wide and very varied spectrum of special situations. Taking this reality into account, special, integrated special 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 disabilities apply the curriculum of mainstream schools. 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-high school classes are organized after the model of mainstream schools (content, profiles, specializations, outcomes, objectives and/or competencies). What remains specific to these units are the strategies, modalities and methods of teaching/learning.

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, facilities and adaptations 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 the needs and possibilities for psycho-individual development.

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