Special and special integrated 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: mental, hearing, visual, locomotor, associated.

Inclusive education was adopted in Romania as early as the 1990s through 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, special integrated, 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 pupils with sensory impairments apply the curriculum of mainstream schools. These institutions retain only the structure and form of organization according to the special education system, while the content, schooling, and specialization are similar to those of mainstream schools. Special technological high schools, high school classes, and special post-secondary classes are organized following the model of the mainstream school (content, profiles, specializations, outcomes, objectives and/or competences). Strategies, methods, and teaching/learning modalities remain specific to these institutions.

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

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

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