Learner mobility is an essential feature of Erasmus+ and ESC projects. Its purpose is not only to implement planned activities, but also to encourage the development of communication, social and emotional competences of participants, and to spread and promote democracy, European values, acceptance and diversity.

These steps usually go smoothly for learners with “typical” development, with institutions and organisations that normally have excellently organised calls for participation in mobilities or very well-developed participant selection workflows. But what about learners with fewer opportunities? For them, leaving their familiar environment often brings insecurity, non-acceptance, and inequality, feelings rooted in past experiences. Leaving their usual “comfort zone” is therefore much harder for them than for learners with typical development. However, with appropriate preparation and support, mobility can bring them significantly greater benefits – from strengthened self-confidence to a sense of belonging and equality.

Several categories relate to fewer opportunities, e.g., the distance of the learners’ place of residence or their family’s low socioeconomic status. However, this article focuses on one distinct category: learners with “atypical” development, or learners with developmental disabilities, whether they have intellectual, motor, sensory, emotional, or behavioural difficulties, or are neurodivergent. Why talk about this group? Because there are currently over 2 million children and young people with developmental disabilities who are part of the education system at the EU level (EASNIE, 2025) – meaning they are potential learners in project activities that include mobilities.

So how can we enable learners with developmental disabilities to participate in mobility? How can we prepare them and ensure everything needed is in place so the mobility goes as planned? Such learners will often not apply for the call to participate in mobility themselves. The chances are even lower that they can respond adequately to the call’s requirements, no matter how simple they may be. Finally, preparing and implementing mobility with them requires a bit more organisation and attention to detail.

The best way to attract learners for mobility is through a call that applies to all; however, it must enable these learners to participate, be transparent, fair, encouraging, and simple to implement. This requires creativity to ensure the call is accessible to everyone while meeting all criteria for a fair and honest selection process, according to E+ and ESC rules.

There are several ways to encourage applications. One option is to practise the application process in class, e.g., as a mandatory activity during the class teacher’s period, so pupils can practise participating in the application process. This way, even learners with disabilities who might otherwise never do so can participate and gain insight into application writing.

Alternatively, joint applications or peer support from learners who have previously participated in the application process and mobility can help new applicants through the process.

There is always the possibility of official school system support – mentorship of class teachers and professional associates during the application process, to encourage them (and help them) to apply for mobility. In this case, mentorship should be offered to all learners to support a special category of pupils.

To focus on learners with fewer opportunities, staff may want to identify the expected benefits for learners, e.g., assess the specific gains learners with developmental disabilities might get from mobility. These may reinforce motivation to invest effort in their own progress, primarily at the functional level (for example, when a learner with social anxiety performs publicly at school for the first time, representing a major obstacle overcome for them). In that case, this could be part of the selection process (e.g., through a dedicated question in the application form: “What I consider my success”).

At the same time, it is essential to bear in mind that learners with developmental disabilities should be included in all project activities from the very beginning, at both the school and local levels, so that they can participate in as many pre-mobility activities as possible and be encouraged to apply for the mobility itself when the time comes. This can be achieved through activities such as participating in the eTwinning platform, workshops, and online meetings with partner schools. In this way, mobility becomes a natural next step for these learners.

Another important point is to get parents to see the benefits of their child’s participation in mobility. It is important to remember that some parents of learners with disabilities may also have disabilities themselves. In some cases, they may have a heightened sense of risk connected to their children or show less interest in activities beyond the compulsory school curriculum.

Because including learners in project activities always requires parental consent, a parent-teacher meeting at the start of the project is the right time to obtain consent for their children to participate in mobility. Ideally, communication between parents and the beneficiary should be clear, simple, specific, and realistic, with enough time for parents to adjust to the possibility of their child taking part in a mobility. To achieve this, parents may take part in preparatory activities and meetings where the mobility is described in detail.

For learners with developmental disabilities, it is important to provide detailed information about the mobility activity in advance and to help them become familiar with what to expect through practical preparatory activities. This includes every stage of the experience, from departure and travel arrangements to accommodation and the planned schedule of activities.

This can be achieved through preparatory weeks, a week or more in which learners learn about the country, place, and school they will visit, the country’s customs and culture, and the activities they will be involved in, through regular curricular or extracurricular activities at school.

Another option is to use modern technology, such as VR glasses that can show learners what it is like, for example, to go through an airport and fly on a plane. Personalised social stories also work well with learners. If modern technology is unavailable, many examples are available through free online applications or can be distributed as printed material (if that is best for the learner). The advantage of personalised stories is that they can be based on real, possible situations and locations and tailored to the specific learner. This is especially important for learners who have sensory or motor difficulties, autism spectrum disorders or mental health difficulties.

Based on an assessment of the learner’s needs, ideally involving parents, teachers, and support staff who know the learner best, a set of scenarios can be prepared to help the learner prepare for the specific situations and environments they will encounter during the mobility period.

WHAT TO PREPARE?

When preparing for mobility, it is vital to consider everything that will make the learner’s stay easier, for instance, medications and necessary medical reports, travel and health insurance, and suitable clothing and footwear.

Depending on the specific disabilities, it is also important to gather all information about the learner: their usual eating habits, specific habits such as bedtime or wake-up routines, the level of support required for personal hygiene, the amount of sleep the learner needs, early signs of fatigue or emotional overwhelm, sensory hypersensitivity, important personal items (e.g. a pair of noise-cancelling headphones for learners with ASD who are sensitive to sounds, or a specific item that helps a learner calm down or fall asleep).

Finally, written consent should be obtained from parents in case the pupil needs to be represented abroad (e.g., when going to the doctor or hospital).

Whenever possible, learners should be personally involved in every step of the preparation because learning by doing is the best way to develop the functional skills that will help them not only during mobility but also in everyday life.

THE START OF THE MOBILITY

As we move to the start of the mobility, the central part of the process, many questions naturally arise. However, if all preparations are done beforehand, the mobility itself is much easier.

Staff should adhere to the planned schedule, remind participants of their next activities, and summarise impressions at the end of the day. They should ensure a good ratio between educational activities and activities dedicated to pleasure and leisure, as well as some time for rest. Any changes should be announced and presented to the learners on time. Importantly, learners should be subtly encouraged to take care of their personal belongings and take ownership of their participation in mobility activities.

Finally, the last step is to encourage learners to contribute to the dissemination of the results according to their abilities, that is, to actively participate in promoting what they learned during mobility.

These can include various follow-up activities, such as exhibitions of results or products created at the school or in the local community during the mobility, workshops for learners and parents, participation in EU project fairs, online meetings with partner schools, or other promotion formats.

Fortunately for all beneficiaries, Erasmus+ and ESC offer mechanisms to support the mobility process, so staff are not alone.

Here are some options worth considering (European Commission, 2025):

• Preparatory visits have proven to be the perhaps most useful mechanism in mobility work. During these visits, staff can plan and adjust all key aspects of mobility. For example: the layout and type of space in which learners will stay (e.g., whether the doors in the hotel are wide enough to allow wheelchairs to pass, whether an elevator is available, how big the classrooms are, whether they are adapted for learners with sensory disabilities), which special diet options are in place, how close the accommodation is to public transport and doctor’s services, the activities themselves – their schedule, quantity, complexity, how well they are adapted to the learners’ abilities, free activities for socialising, etc.
• Inclusion support – for the organisation and/or for the individual learner. These forms of financial support help prepare and implement mobility and can cover organisational costs (e.g., a specific seat on the plane, additional luggage, or additional administrative resources required to prepare the mobility) as well as personal expenses (appropriate shoes and clothing, personal documents, etc.).
• Additional accompanying persons, e.g., a teaching assistant, sign interpreter, additional teacher, or even a parent. Learners with developmental disabilities sometimes need 24-hour supervision, or specific additional support from trained persons (e.g., blood sugar testing, therapy, etc.), or have difficulty speaking and communicating or use specific communicators, which also requires an increased number of accompanying persons. It is important to ensure that at least one accompanying person is someone the learner trusts and feels safe with.

CONCLUSION

It may sometimes seem that the inclusion of learners with developmental difficulties can be too demanding. However, if we factor in the additional organisational and logistical preparations as part of the process, the impact and value of such projects can be felt on many levels.

This is true not only for teachers and the school but primarily for learners, their parents, and therefore the entire community, which becomes more inclusive through the process.

Finally, staff should be reminded that they are not on this journey alone: Erasmus+ and ESC mechanisms support them throughout the process.

“Tell me, and I will forget. Show me, and perhaps I will remember. Involve me, and I will understand.” – Confucius