Preparations prior to study visits are essential for students with disabilities, as they help ensure that the experience is safe and inclusive. Initial preparation should include careful planning, assessment of accessibility, making the necessary adjustments, and collaborating with caregivers to address specific requirements. In addition, providing students with necessary information about the journey and discussing their expectations can reduce anxiety and contribute towards a positive experience abroad. 

“We stand as a school for inclusion, which means we need to look at how we can support students with support needs to mobilize.”

- Teacher from the Netherlands

Internal

To promote inclusivity within an organisation that wants to involve students with disabilities in study visits or educational mobility programmes, the following measures should be taken:  

• Staff members require training, including international coordinators, internship supervisors, and teachers, to better support students with disabilities before, during, and after their mobility experiences

• Disability awareness. It is important to develop a thorough understanding of disability that includes not only the special needs and barriers students might face, but also the unique abilities and strengths they have. 

• Adaptive strategies must be implemented to accommodate diverse learning needs, including those relating to mobility.

Furthermore, effective communication and cooperation between the administration, teaching staff and project management teams is important. To promote an inclusive environment, accessible communication formats could be used, such as Braille materials, sign language interpretation and digital alternatives. 
Finally, it is important to provide students and other stakeholders with opportunities to give honest feedback about their needs, expectations and experiences.

External

To facilitate the successful participation of students with disabilities in study visits or educational mobility programmes, proper preparation with external partners is essential, undertaken in collaboration with a range of stakeholders. 

Preparation with external partners should include:

• Host institution

• Transportation providers

• Accommodation service

“Every student should be given a chance to go abroad. It´s a great opportunity to become independent, improve language skills and add courage.  Exchange period gives new experiences and enriches student´s life in a special way you can´t receive in any other way.”

- Teacher from Finland

Additionally, engaging with local disability organisations or advocacy groups can provide valuable insights and resources for improving inclusivity. This is especially important when dealing with less common disabilities. Furthermore, preparatory visits or pre-visit materials such as virtual tours and visual schedules can be used to prepare students for a visit to a new place. 

• Access to transportation: Verify the accessibility and safety of various transport options, including both public and private alternatives.

• Venue accessibility: Make sure the host organisation is accessible for the student. This means checking things like: Are there ramps or elevators for wheelchair users? Do classrooms have desks and chairs that can be adjusted? Is there helpful technology like screen readers, magnifiers, or other communication tools available?Another aspect of venue accessibility is the availability of a sensory friendly environment. Key elements include controlling lighting, sound levels, and even scent, ensuring that sensory stimuli do not lead to discomfort or anxiety.

• Academic and social integration: Check if the host school has a mentoring system to help students with disabilities feel included socially and supported in their studies. Also, find out what accessible technologies are available, like hearing aids, communication boards, speech-to-text tools, or screen readers. These technologies can be provided by the school or company, or even by the student. To support different needs, information should be available in different formats, like Braille, sign language interpretation, or easy-to-read documents.

• Cultural sensitivity and awareness: It’s important to know how disabilities are viewed in the host country or region. This helps schools prepare students and support them better during their stay. It’s also important to think about the languages spoken there and make sure students get the language support they need.

• Mental health awareness and psychological support: For many students, this might be their first time traveling, which can lead to new and sometimes stressful situations. That’s why it’s important to check if extra mental health support is available when they need it.

• Medical emergency support services should be established.

• Finally, it is important to consider legal frameworks related to people with disabilities in the host country.

When students with disabilities take part in mobility activities, it’s important to plan carefully to make sure their needs are met. Inclusive mobility means creating an environment where students with disabilities can join in education, travel, and social events just like other students. This includes things like arranging transport, making sure buildings are accessible, and providing support staff or assistive equipment if needed. When planning, it’s important to look at different areas of support based on each student’s needs:

Collaborations between schools and host organizations are key to supporting students with disabilities in gaining work experience. With proper planning and commitment to inclusivity, these partnerships help create accessible environments that enhance students’ academic and career growth.

A preparatory visit can facilitate this collaboration, more information on this is provided in module 3.

Clearly defined roles are essential to help staff understand their specific duties, promote responsibility, and enable collaboration between them. These are preconditions for ensuring that all students with and without disabilities receive the support they need to participate in a mobility.

“Following this collaboration with our partner educators and students, we aim to improve the quality of education for learners with special educational abilities. The project objectives were successfully achieved and are expected to have a positive impact on all participating students.”

- Teacher from Greece

The following roles are of particular importance:

• Administrative workers (including internationalization coordinators) are responsible for the organisation of documents, bookings, and paperwork.

• Mentors or supporting teachers are responsible for preparing students for their visit and providing them with advice.

• School support specialists, such as a psychologist, special education teacher, or social pedagogue, could help, if needed. They support students and teachers/mentors during the preparation phase and also give advice to families. 

This checklist on module 2 will help you to check the accessibility of mobility programs at your institution.