8.1.2 | Accessibility checklists for students
Action | Done |
1. Do I know who to contact if I need help after returning? | |
2. Can I clearly explain what I learned during my mobility? | |
3. Do I have any tools or documents that show my progress? | |
4. Have I shared my experience with other students or staff members? | |
5. Give feedback about your accessibility experience to help improve future programs. | |
6. Share tips and advice with future Erasmus students with disabilities. |
After the mobility (Module 5)
Action | Done |
1. Get to know the campus and nearby areas so you can move around easily. | |
2. Keep emergency contact numbers somewhere easy to find. | |
3. Contact your Erasmus coordinator if you experience any accessibility problems. | |
4. Reach out to peer support groups or the university’s disability support office for help. |
During the mobility (Module 4)
Action | Done |
1. Tell your Erasmus coordinator the accessibility support you need. | |
2. Look up how accessible your accommodation, campus, and local transport are. | |
3. Arrange any medical support or assistive devices you will need before you travel. | |
4. Make sure your study materials are available in accessible formats. | |
5. Learn about your rights and the support services offered in the host country. |
Before departure (Module 3)
Action | Done |
1. Ask open and respectful questions to understand what students need. | |
2. Offer well-structured return interviews after their mobility experience. | |
3. Make sure all communication (written and spoken) is accessible. | |
4. Plan regular follow-up meetings after the student returns. | |
5. Use evaluation forms and “return portfolios” to review their experience. | |
6. Contact outside specialists if the student needs extra support. |
Post-mobility (Module 5)
Action | Done |
1. Communicate clearly and positively and remember to listen. | |
2. A supportive and open community makes a big difference. | |
3. Give the student clear information about the host organization’s facilities and workplace practices. | |
4. Make sure the student understands their daily tasks. Be ready to explain things more than once. | |
5. Break tasks into smaller steps and give instructions one step at a time. | |
6. Plan the schedule and include clear, regular breaks. | |
7. Use visual aids, models, or pictures if needed. | |
8. Provide short lists and reminders to help with memory. | |
9. Give the student positive and constructive feedback to support their learning and development. |
Support during the mobility (Module 4)
Action | Done |
Pre-visit preparation | |
1. Find out what accessibility support each student needs. | |
2. Work with the host institutions to make sure their buildings and facilities are accessible. | |
3. Organize the support students may need, such as sign language interpreters, assistive technology, or accessible study materials. | |
4. Check that transportation is accessible, including public transport, airport assistance, and transfer services. | |
5. Talk with students about their specific needs and any concerns they may have. | |
On-site considerations | |
1. Make sure classrooms and the campus are accessible, with things like ramps, elevators, and automatic doors. | |
2. Check that there are accessible restrooms and other essential facilities. | |
3. Give clear instructions and orientation to help students with disabilities find their way around. | |
4. Make sure emergency evacuation plans work for everyone, including students with disabilities. | |
5. Set up a support system or assign a contact person at the host institution for assistance. | |
Post-mobility follow-up | |
1. Ask students for feedback about their accessibility experience. | |
2. Identify any accessibility problems and suggest how to improve them. | |
3. Share useful tips and good practices with colleagues and future Erasmus participant. |
Preparatory visits (Module 3)
Action | Done |
1. Share clear information about mobility opportunities that include and support everyone. | |
2. Make sure staff working with mobility programs understand disabilities and know how to support students with special needs. | |
3. Ask students and other partners for feedback about their needs, expectations, and experiences. | |
4. Stay in contact with external partners, such as the host institution, transport providers, and accommodation services. | |
5. Find out what disability services are available in the host country. | |
6. Gather practical information about transportation, venues, medical care, language support, and mentoring systems. | |
7. Ensure that assistive technologies are available for students who need them. | |
8. Clearly assign roles and responsibilities to staff members. |
Initial preparations (Module 2)
8.1.1 | Accessibility checklists for teachers
8.1 | Accessibility checklists
8 | Annexes
Include information leaflet for students here
8.2 | Information leaflet
Student consent form for sharing personal and medical information
1. Student Information
Full Name: ___________________________________________
Date of Birth: ___________________________________________
VET Institution: ___________________________________________
Erasmus+ Mobility Period (start–end): _________________________
2. Purpose of Consent
In preparation for my participation in an Erasmus+ mobility experience, I understand that certain personal and/or medical information may need to be shared with relevant parties involved in the organization and support of the mobility. This may include:
Host institutions or companies abroad
Mobility coordinators and staff
Medical or support service providers (if applicable)
Insurance providers (where relevant)
The purpose of sharing this information is to:
Ensure my health, safety, and well-being during the mobility
Provide appropriate support and accommodations
Comply with Erasmus+ and institutional requirements
3. Types of Information That May Be Shared
By signing this form, I give my explicit consent for the VET institution to share the following types of information, when necessary:
☐ Contact details (e.g., phone number, email)
☐ Emergency contact information
☐ Medical conditions relevant to travel or participation
☐ Accessibility or support needs
☐ Dietary or allergy information
☐ Other: ___________________________________________
4. Confidentiality and Data Protection
I understand that:
This information will only be shared with individuals or organizations directly involved in the planning or implementation of my Erasmus+ mobility.
All data will be handled in accordance with the General Data Protection Regulation (GDPR) and institutional data protection policies.
I can withdraw my consent at any time by notifying my VET institution in writing.
5. Consent Declaration
I, the undersigned, have read and understood the purpose and scope of this consent form. I give my explicit written consent for the sharing of my personal and/or medical information as described above.
Student's Full Name (printed): ___________________________________
Student's Signature: ___________________________
Date: ___________________________
(If the student is under 18, parental or legal guardian consent is also required)
6. Parent/Guardian Consent (if applicable)
I, the parent/legal guardian of the student named above, also consent to the sharing of personal and medical information as described.
Name: ___________________________________________
Relationship to Student: ___________________________
Signature: ___________________________
Date: ___________________________
8.3 | Written consent (Introduction)
Here is a template that can be used to prepare a pre-mobility counselling meeting between student and the counsellor. This document should be adapted to reflect the characteristics of the educational institution and the needs of the student with disabilities.
8.4 | Agenda worksheet (Module 3)
You can find a sample document here to help collect information from students with disabilities who have completed internships abroad. We recommend adjusting this document to match the language needs and specific characteristics of your students.
Work Placement Abroad
About this form
This form helps us improve work placements abroad.
You can write in your mother tongue.
There are no right or wrong answers.
You may ask for help and take breaks.
Your answers are private.
General information
Company name: ____________________
Country: ____________________
Period (from – to): ____________________
School: ____________________
Program: ____________________
Preparation (before you go)
How did you find the work placement?
(Choose one or more)
☐ Internship market
☐ Internet
☐ Agency
☐ Own contacts
☐ School / job coach
☐ Other: ____________
Why did you choose this country?
Did your school help you prepare?
☐ Yes ☐ No
If yes, how? ____________________
Was communication clear before you left?
☐ Yes ☐ No
Start & guidance
How was your first time at work?
____________________
Was it clear who helped you at work (trainer/coach)?
☐ Yes ☐ No
Could you ask questions easily?
☐ Yes ☐ No
How do you rate the guidance from the company?
☐ 1 ☐ 2 ☐ 3 ☐ 4 ☐ 5
(1 =no guidance, 5 = very good)
Tasks & learning
Did the tasks fit your program?
☐ Yes ☐ No
Did you learn new skills?
☐ Yes ☐ No
If yes, which? ____________________
Were the working conditions okay?
(safety, workplace, accessibility)
☐ Yes ☐ No
End & advice
What was hard for you?
____________________
What did you like most?
____________________
Would you recommend this company?
☐ Yes ☐ No
Why? ____________________
One tip for the company:
Support
Did you need extra help or adjustments?
☐ Yes ☐ No
If yes, what helped or what was missing?
____________________
8.5 | Feedback form after internship (Module 5)
The following interactive methods can be used to encourage reflection on and processing of international experiences:
1 | "I Have Learned…" Dice
For the question: What did you learn during your internship?
How does it work?
The student rolls a die. Each number corresponds to a different way of answering the question:
1 = Draw what you have learned.
2 = Act it out with a classmate (or a small figure).
3 = Describe what you have learned in one sentence.
4 = Create a short rap or song about what you have learned.
5 = Write it on a Post-it and stick it on the “learning wall”.
6 = High-five someone and tell them what you have learned.
2 | "Travel Back in Time" Reflection Game
For various questions (such as preparation, highlights, and challenges)
How does it work?
Place a large sheet of paper and draw a timeline of the internship period.
The student uses stickers, Post-its, or drawings to indicate:
What was a highlight?
What was a challenge?
What would you do differently?
What is the most important lesson you take with you?
3 | Compliment Relay
For the question: How did you experience the collaboration between your school, your internship, and yourself?
How does it work?
Everyone writes something positive about the collaboration on a card. For example:
"My supervisor was always helpful when I had a question."
"I liked that my school checked in with me regularly."
The cards are passed around and read in small groups.
Afterwards, the group discusses: What went well? What could be improved?
4 | "My Internship in Emojis"
For the question: How did you experience your internship?
How does it work?
The student selects three emojis that best describe their internship experience.
Examples:
😃✈️💼 = "It was a fun trip, and I learned a lot."
🤯🇪🇸😅 = "It was challenging abroad, but I managed!"
Students explain why they chose these emojis.
