“Special needs are a part of a person's life, not a reason why they shouldn't do the same things as others.”

- Teacher from Estonia ^[1]

Every student, with or without a disability, should have equal opportunities to gain international experience. Unfortunately, that is not yet a given: research shows that students with disabilities are still underrepresented in mobility programs, even though these experiences make an enormous contribution to personal growth, self-confidence, and professional development. With these guidelines, we aim to change that.

"It was motivating to see that there are opportunities for me too. That gives hope for the future."

- Student from Greece

This document serves as a practical guide for institutions in vocational education and training (VET) that want to make mobility accessible to all students. Here you will find concrete steps, tips, and best practices to ensure inclusion and support before, during, and after mobility.

Before we proceed, it is important to understand two key concepts that are central to these guidelines:

Disabilities: “Long-term physical, mental, intellectual, or sensory impairments which, in interaction with various barriers, may hinder full and effective participation in society on an equal basis with others.” (Source: UN Convention on the Rights of Persons with Disabilities, 2006)
VET professional: “A professional who directly or indirectly supports students in participating in international mobility. This can be a teacher/coach, internationalization coordinator, or internship supervisor.”

Every student is unique. This toolkit provides a framework, not a ready-made solution. It requires customization, collaboration, and above all, an open mindset. Together, we create an environment where students can not only participate but also further develop their talents, autonomy, self-confidence, and self-awareness.

The guidelines are structured into six key sections:

Purpose of the guidelines: An introduction to the objectives and scope of the document.
Preparatory steps before organising mobility: Guidance on planning and institutional readiness.
Pre-departure activities: Tasks and arrangements once the mobility is confirmed.
During the mobility: Actions to ensure accessibility, support, and inclusion throughout the experience.
Post-mobility recommendations: Steps to evaluate and follow up after the experience.
Resources and references: A collection of tools, case studies, and lists to assist VET centres in effectively supporting learners with disabilities.

^[1]All the quotes in this document come from the comments and opinions expressed by the teachers and students who participated in the various activities organised during the IMVET project.

1.1 | Purpose of the guidelines

1 | Introduction

This toolkit is intended for vocational schools with any amount of Erasmus+ experience, that want to include students with disabilities or improve their overall inclusivity. It provides practical guidance and key considerations for effectively supporting these students. While inclusion may require extra resources, the benefits such as enhanced skills, personal growth and employability far outweigh the investment.

1.2 | Target audience

You can find more information on this topic in the research paper of the IMVET consortium. This study, conducted in five European countries, provides valuable insights into the needs, questions, and challenges of students and professionals on inclusive mobility.

Read the full report here: Research paper on the challenges and needs of VET students and VET professionals to make mobilities more accessible.

VET student needs	VET professional needs
Timely and accessible information about the mobility opportunities. Experiences from students who have already participated in mobility programs can be helpful.	Early identification of students who need additional support during mobility.
The opportunity to participate in a learning mobility through inclusive student selection.	Knowledge of funding options for additional support to students.
A diverse range of mobility types (e.g., short-term or group mobilities).	A strong network of accessible and inclusive (internship) companies.
Adaptable programmes tailored to individual needs: such as a clear time schedule, opportunity to spend some time alone, suitable accommodation, and physical accessibility of activities.	Accompanying persons with knowledge and skills to provide appropriate guidance to students with support needs.
Clarity on personal financial contribution.	Inclusive school policies and school leaders who encourage inclusive mobility programmes.
Pre-mobility guidance and preparation, such as clear expectations, support with paperwork, and preparatory visits.	Clear boundaries for responsibility of student wellbeing during group trips.
Strong social connections with travel companions (such as the teacher, fellow students, or colleagues in case of an internship).	Peer knowledge sharing on organising and accompanying mobility programmes.
A safe environment during the trip, so that students can be themselves and feel accepted.	Preparedness for emergencies, for example through protocols and appointed contact persons.
Access to (medical or psychological) support during the trip.	Good collaboration between teachers, care staff, and internationalization offices.

Inclusive mobility in VET is crucial to ensure that students with disabilities have equal access to international opportunities. Despite the benefits of mobility programs, these students remain underrepresented. Research by the IMVET consortium identified a range of barriers, physical, practical, emotional, cultural, and institutional, that complicate their participation. The report also offers solutions to improve accessibility and better support inclusive mobility effort.

The table below provides an overview of the main needs of vocational students and professionals. This information helps in with organizing inclusive mobility.

1.3 | Insights on of inclusive mobility in VET

The Erasmus+ Program Guide 2025 highlights inclusion as a key objective, with the aim of providing equal opportunities to disadvantaged groups. To support this commitment, the program offers specific grants and support mechanisms:^[2]

1. Inclusion support for participants to ensure participants with fewer opportunities can fully engage in mobility activities by covering any additional costs they might incur. Eligible costs are divided into the following categories:

1.1 Travel and subsistence: Additional travel and daily living expenses that exceed standard grants.
1.2 Special Needs Support: Costs associated with personal, physical, mental or health-related conditions, such as adapted accommodation, medical assistance, support equipment, personal assistants and linguistic support, including the use of sign language or Braille
1.3 Inclusion support can also be provided to staff who have fewer opportunities to take on the role of accompanying persons or participate in a preparatory visit.

Reimbursement is based on actual costs incurred. Coverage of up to 100% of eligible expenses may be granted.

2. Exceptional costs cover specific expenses which are essential for participation, but which are not included under standard funding categories. Eligible costs are divided into the following sections:

2.1. Expensive travel costs: For participants requiring costly travel arrangements. 2.2. Financial guarantee: If requested by the National Agency. Reimbursement is capped at 80% of eligible costs based on actual expenses.

3. Inclusion support for organizations to assist organizations in facilitating mobility activities for participants with fewer opportunities. The unit cost is €125 per participant and covers additional organisational expenses incurred when arranging mobility activities for these individuals.

Application Process and Considerations:

Justification: It is essential that organizations provide a clear justification for the requested support, detailing the specific needs of the participants and the associated costs.
Documentation: Accurate records and receipts are essential for reimbursement, particularly for expenses that are reimbursed based on actual costs.
National Agency Consultation: For guidance on eligibility and application procedures related to inclusion support, it is advisable to consult your National Agency.

Find more information and details, including specific eligibility criteria and application guidelines in the Erasmus+ Programme Guide 2025.

^[2]All information in this paragraph is based on the Erasmus Program Guide 2025. Content and mentioned amounts may change per edition.

1.4 | Overview of Erasmus+ regulations on inclusion

When organising inclusive mobility for students with disabilities, it is important to strike a balance between confidentiality and the sharing of necessary information. This requires a structured approach that respects privacy while ensuring that appropriate support is provided. The following steps can help achieve this balance:

Obtain documented consent: Before sharing any personal or medical information, obtain the student's explicit written consent. Clearly explain what information will be shared, who will have access to it, and why it is necessary (for example, information about accommodation and safety measures). Finally, allow students to decide how much detail they are comfortable disclosing. You can find an example of a written consent document here.
Follow data protection regulations: Ensure compliance with the EU General Data Protection Regulation (GDPR), relevant national legislation, and the institution’s privacy policy. Preferably share only essential information with authorized persons on a need-to-know basis, such as mobility coordinators and staff providing support for disabilities. Keep personal data secure and restrict access to authorized personnel.
Use a layered approach when sharing information. Provide full details to disability support services and designated mobility coordinators who are responsible for planning and safety. Share only general support needs with host institutions or programme staff (for example, ‘Student requires an accessible room’ rather than listing medical conditions). However, if a student has a condition that could pose serious health risks, such as epilepsy, ensure that designated emergency personnel and accompanying staff are informed in advance, while respecting privacy and obtaining consent.
Facilitate direct communication: Encourage students to communicate their needs directly with relevant personnel, such as host institution disability staff. Offer anonymous consultation options (for example, a web-based form or chat box) to allow students to ask questions without disclosing personal information.
Draw up an individual mobility plan in consultation with the student: focusing on functional needs rather than medical details. Include supportive measures such as travel assistance, accessible housing and facilities, and workplace adjustments.
Provide mobility coordinators and staff with professional training: on how to handle sensitive information. Emphasize the importance of respect, discretion, and compliance with data protection legislation.