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 the degree of deficiency and their development needs.

It is organized at all levels of pre-university education, depending on the type and degree of disability, as follows: intellectual, hearing, visual, locomotor, associated. 

Inclusive education was adopted in Romania since the 1990s by respecting diversity, initiating and practically ensuring access and participation in education and social life for all categories of children. Today, about half of students with disabilities are educated in mainstream education.

The legislation in the field of special education was thus designed to respond to a wide and very varied spectrum of special situations. Taking into account this reality, 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 institutions for students with sensory impairments apply the curriculum of mainstream schools. These institutions only retain the structure and form of organization of 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 model of mainstream schools (content, profiles, specializations, ends, objectives and/or competences). Specific to these institutions remain the strategies, means, and methods of teaching/learning.

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

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

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