Special and integrated special 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 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 as early as the 1990s by respecting diversity, initiating and practically realizing access and participation in education and social life for all categories of children. Today, about half of pupils with disabilities are educated in mainstream education.

The legislation in the field of special education was designed in such a way as to respond to a wide and very varied spectrum 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 pupils with sensory impairments apply the curriculum of mainstream schools. These units retain only the structure and form of organization specific to the special education system, while in content, school training and specialization they are similar to mainstream schools. Special technical high schools, high school classes and special post-high school classes are organized on the model of the mainstream school (content, profiles, specializations, outcomes, objectives and/or competences). Specific to these units remain the strategies, modalities and methods of teaching/learning.

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

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

Pupils with special educational needs benefit from adaptations to the examination procedures also in current evaluations.