In addition to the standard administrative procedures that are applicable to all students (for example, grant agreements, learning agreements, and passports or visas), it is a good idea to have individual support plans and an emergency plan for students participating in mobility.

It is important to talk with the student about their concerns and what they expect before their mobility experience starts. This helps organise an experience that fits their needs and strengths. It is also important to explain what support options are available to them. It is recommended that their support needs and wishes are documented in an individualised support plan. Those responsible for planning student mobility can use the support plan to organise it in a way that meets students' needs. However, it is important to note that each student with special needs differs from others in the specific characteristics that define their disability; therefore, the VET professional should always select the relevant elements from the list. This plan can also be shared with accompanying persons and the host organisation.  However, it is important to always be mindful of students' privacy. Therefore, it is crucial to be cautious and avoid disclosing any personal information about students to others without their explicit consent. 

“I researched the material, what to bring, when I should be there. It was pretty easy to get ready. I packed the things that were written on the paper. Then I went to the right place at the right time.”

- Student from Estonia

An example of a mobility support plan to be filled in by the student and staff can be downloaded here. This example was developed during the Make It Happen Erasmus+ project.

Who to involve?

The support plan should be developed through dialogue with the student and possibly their parents/legal guardians and/or school support staff.

Including parents/legal guardians in the preparation process is important, especially for students under 18, as it ensures their safety and well-being. Parents/legal guardians can provide important information about the student’s needs and help build confidence for the upcoming mobility. Their involvement also strengthens communication, supports planning, and promotes a smoother, more secure experience abroad.

• Expectations: looking forward to/ learning & development: It is recommended to start this discussion in a positive way: what is the student looking forward to, what does the student want to learn, etc.

• Expectations: concerns and fears: Discuss the concerns and fears of students and explore ways to overcome the fears and doubts of the students.

  “It was exciting to go abroad. I was a little bit worried about my language skills, but it was great to notice I can survive with it. My self-esteem got better when I noticed I´ll be fine. I also improved my professional competence”

  - Student from Finland

• Health issues/needs: Discuss any health issues and/or medicines taken by student and how to deal with them during the mobility.

• Well-being support: Discuss well-being needs, suggest ways to meet them, and explain your reasoning.

• Practicalities

  • Consider if they need any assistance with transportation. In some cases, it may be necessary to provide students with guidance from their place of residence. For example, it might not be possible to set up a specific meeting place at the airport or train station.

  • Consider if they have any specific housing requirements. In certain cases, students may require a private room or apartment to have a quiet space. Furthermore, some students with disabilities may require optimal wheelchair accessibility.

  • Consider if there is any extra financial support needed (which can be covered by Erasmus+ for example Overview of Erasmus+ regulations on inclusion). It is optional for some students to undertake a preparatory visit before their mobility.

  • Consider if they need extra insurance.

• Inclusivity of the programme: In the process of organising a group mobility, it is important to consider the inclusivity of the programme. Ensure that all activities on the itinerary are universally accessible, making any necessary adjustments. It is not always possible to make all activities accessible to all. Organise a variety of options within the programme so that students can select their preferred one. Provide precise timings in advance, as some students may need this information to plan their day. Students may also require extended breaks for quiet reflection and personal time.

• Accessibility of the hosting company and availability of professionals: When organising an internship, it is important to assess the accessibility of the hosting company for the student, as well as the availability of professionals who have the necessary knowledge and time to provide support.

• Level of support required from the accompanying persons: Consider what intensity of personal support of accompanying persons is necessary in the host country.

  • In this context, the question of whether a mentor needs to be physically present to provide ongoing support to the student becomes important.

  • Consider whether the student requires a support person to always be present to provide personalised assistance, or whether a group of students accompanied by a support person could help when needed.

• Specific skills of the accompanying persons: Assess whether the accompanying person requires any specific skills to meet the student's needs. For example, if a psychologist, a sign language interpreter or a teacher from the student's school support centre is needed, then these professionals should be considered.

Ideally, conversations about individualised support plan should take place in environments where students feel comfortable and secure. If possible, the meeting could include someone the student is close to. Since each student’s needs are unique, the professional should choose only the parts of the list that fit that specific student. The following subjects could be considered and/or discussed with the student:  

It is important to discuss the subjects mentioned above and the mobility support plan with the student during a preparatory meeting. If necessary relevant staff and/or family members can be consulted or invited to this meeting.

• A possible agenda of this meeting could be:

• Wishes and needs of students; consult staff/family.

• Health and medication

• Plan meetings during the mobility: objectives, frequency, format, staff involved.

• Host country information

• Specific accessibility arrangement

• Emergency and support contacts

• Emotional, and social support

• Rights and responsibilities under Erasmus+

• Mobility support plan

You can find here an example of a meeting agenda worksheet. You could also use this meeting to discuss or fill out the mobility support plan together.

“Guidance and content that fit the person of the student are threshold conditions for daring to take the decision to join.”

- Teacher from the Netherlands

Some examples of questions to ask the student during this preparatory meeting are:

• Are you comfortable traveling abroad?

• Do you have any concerns or fears about traveling abroad?

• Do you have any health issues we should be aware of?

• Will you need any support or assistance during your mobility?

Follow this link for more information.

It is recommended that an emergency plan is created and discussed with the student and involved staff. For instance: 

• Appoint someone in the host country who can help the student in an emergency. For example, this could be an accompanying person who knows what to do, someone from the hosting organisation or a doctor.

• Can any scenarios be developed in advance to ensure that both the student and the accompanying person are aware of the appropriate actions?

• Does the student have adequate insurance to cover any unexpected costs? 

• Meet with the hosting institution/organisation to clarify the roles and responsibilities of the staff and support personnel, discuss any necessary adaptations to learning or training activities, review the learning agreement, confirm the viability of the planned activities and ensure an understanding of the individual support needs of each student.

• Assess the accessibility of facilities by checking the accessibility of all locations that the student will visit, such as the training site, housing, toilets and common areas.

• Evaluate accommodation options, focusing on aspects such as accessibility, proximity to the training/learning location, and emergency procedures and staff awareness.

• Transport and local mobility must be verified, as must the routes from housing to the hosting institution. In addition, it is important to consider the need for accompanying persons or support staff during the mobility period.

• Check the emergency and health services, taking into account the special needs of students with disabilities.

• Meet disability support services/staff to discuss support measures and communication channels.

• Explore cultural and social integration, including inclusive extracurricular activities and local cultural sites or events.

• Explore technical and educational adaptations according to student needs.

• Regarding financial and administrative arrangements, review budget allocations for special needs support, ensure that all Erasmus+ inclusion support mechanisms are being applied and discuss procedures for reimbursements or additional costs.

Preparatory visits can help ensure safety, accessibility, and support for students with special needs, but they are not always necessary and should be used when the benefits justify the time and cost. When they take place, they should encourage the student’s independence and confidence. The results of the visit should be shared with the student and, if needed, the family, and included in the mobility support plan.

The next checklist on module 3 will help you check your preparatory visits.

Preparatory visits are sometimes needed to make sure an Erasmus+ mobility experience is safe, well organised, and successful for teachers and students. These visits help schools check health and safety conditions, plan practical details, work closely with host partners, and ensure the learning goals are clear. They can also help students feel less anxious, more confident, and more familiar with the new place, daily routines, and expectations.

“Now I know: learning doesn’t stop at borders. This trip has made me excited about doing an internship abroad.”

- Student from Netherlands

Preparatory visits can strengthen partnerships and improve the overall experience for participants, but schools must consider financial, time, and administrative limits. For mobility projects that focus on accessibility and inclusion, careful planning is especially important. Working with local Erasmus+ coordinators, disability support services, and NGOs can help provide support such as personal assistance or adapted transport. These support measures can be tested and confirmed during a preparatory visit.

Important steps during a preparatory visit

When students with disabilities are involved, a preparatory visit for an Erasmus+ mobility can be considered to ensuring accessibility, safety, inclusion and a successful learning experience abroad. The following steps can be taken during a staff or student preparatory visit:

• To prepare a student for mobility, it is helpful to facilitate early contact with peers, for example through a WhatsApp group. This allows students to introduce themselves, ask questions, and start building connections before arrival. Early communication helps reduce anxiety, fosters a sense of belonging, and encourages smoother social integration once on site.

• You can also match a student with another student/peer who has already been abroad (a buddy) and allow them to exchange experiences.

• Virtual visits using Google Maps or videos are a valuable pre-mobility tool. They allow students to explore the host location, accommodation, and daily routes in advance, helping them become familiar with the environment. This preparation reduces anxiety, builds confidence, and supports a smoother transition during the actual mobility.

The checklist will help your students to prepare their mobility (see part: before departure).