Special and special integrated education is an integral part of the national Romanian education system and offers all children/pupils/young people educational programs adapted to their degree of impairment and 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 by respecting diversity, initiating, and practically achieving access and participation in education and social life for all categories of children. Today, approximately half of the 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 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 education institutions for students with sensory impairments apply the mainstream school curriculum. These institutions retain only the structure and organizational form of the special education system, while in content, school training, and specialization they are similar to mainstream schools. Special technological high schools, high school classes, and special post-secondary classes are organized following the mainstream school model (content, profiles, specializations, finalities, objectives and/or competencies). What remains specific to these institutions are the strategies, ways, and teaching/learning methods.

Upon graduation, students of these special education institutions take national exams (tests, baccalaureate or graduation exam) 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 impairments, a personalized intervention plan is developed with objectives specific to their needs and psycho-individual development possibilities.

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