Special and special integrated education is an integral part of the Romanian national education system and offers all children/pupils/youth adapted educational programs according 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, motor, associated. 

Inclusive education was adopted in Romania since the 1990s through the respect for diversity, initiation, and practical realization of 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 conceived to respond to a wide and very varied spectrum of special situations. Taking this reality into account, special, special integrated, and inclusive education was organized at all levels of pre-university education, depending on the type and degree of disability.

Special educational 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 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 skills). What remains specific to these units are the strategies, means, and methods of teaching/learning.

Upon graduation, students from these special educational 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 the exams.

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

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