In the Republic of Moldova, primary education can experience organisational variations and alternative structures can be adopted to meet the specific needs of communities and pupils. Here are some examples:

• Specialised profile schools: there are primary schools that adopt a specialised profile in certain areas, such as art, sport or technology. These schools can offer tailored educational programmes to develop pupils' specific skills and interests.
• Alternative schools: there may also be private or community initiatives that implement alternative models of primary education, such as Montessori, Waldorf or Step by Step schools, which focus on individual development and experiential learning.
• Schools for children and pupils with special educational needs: this is an essential aspect of the education system and aims to provide education, rehabilitation and/or recovery, and to facilitate inclusion in educational, social and professional fields. These children and pupils may have difficulties in learning, communicating and interacting, and are affected by sensory and physical, emotional and behavioural, or social impairments.

Education for children and pupils with special educational needs is free of charge and can take place in general education institutions, including specialised ones, or through home education. The state has an obligation to ensure the integration of children and pupils with special educational needs into the education system, either by enrolling them in specialised institutions or in mainstream education.

In this respect, particular attention is paid to an individualised approach and to determining the optimal form of inclusion for each child or pupil with special educational needs. The process of assessment and reassessment of their development is carried out regularly and in the presence of parents or legal representatives.

General and specialised educational institutions collaborate with social welfare institutions, public or private organisations, and receive support in organising learning in accordance with the law. These institutions also ensure learning conditions appropriate to the individual needs of children and pupils with special educational needs, including by facilitating the learning of Braille, sign language and other alternative forms of communication. 

Special education is carried out in special education institutions with or without residential services and in alternative education institutions that provide remedial assistance to children and pupils with sensory and other impairments, including those integrated into mainstream education. They also offer methodological consultations to teachers working in the groups in which these pupils study, in the manner established by the Ministry of Education.

Depending on the categories of special educational needs, special education is organised in the following types of institutions: special institutions - for children and pupils with sensory (hearing or visual) impairments; and auxiliary schools - for children and pupils with severe learning difficulties (multiple, associated difficulties).

Special education for children and pupils with special educational needs is carried out in accordance with the National Curriculum, the Framework Education Plans, approved by the Ministry of Education, and Individual Education Plans. Special education organised for children and pupils with special educational needs employs teachers qualified in the field of special psycho-pedagogy and social work.

In addition to these aspects, home education is an option for children and pupils who, for reasons of health or temporary disability, cannot attend regular classes. This type of education is regulated and coordinated by the Ministry of Education in cooperation with the Ministry of Health.