Discover Inclusion

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DISCOVER INCLUSION

  • Definition of groups with fewer opportunities
  • Accessibility standards for materials and activities
  • Practical actions to ensure inclusion and accessibility
  • Roles and responsibilities
  • Glossary
Definition of groups with fewer opportunities

The INKEY project adopts an inclusive definition of “students with fewer opportunities” based on the Erasmus+ Inclusion and Diversity Strategy and the European Framework for Inclusion Measures. This concept acknowledges that barriers to participation in international mobility can be multidimensional, arising from individual, social, economic, or systemic factors.

INKEY recognizes that inclusion requires not only identifying these groups but also implementing targeted measures to remove structural obstacles, ensuring that every student can participate meaningfully in international work experiences. The categories below are not exhaustive, but they provide a shared basis for data collection, outreach, and support.

Economic Disadvantage

Students who experience financial hardship or economic insecurity that limits their ability to participate in international mobility.
Examples include:

  • Students from low-income families or with limited access to grants or scholarships;
  • Students dependent on social welfare or unemployment benefits;
  • Those who must work alongside their studies or who lack financial safety nets;
  • First-generation university students, often without prior exposure to international experiences.

Support measures may include additional mobility grants, cost-of-living allowances, transparent pre-departure budgeting guidance, and access to emergency funds.

Students who face limitations linked to gender identity, gender expression, or societal norms that restrict access, safety, or equal participation in mobility pathways. These may include:

  • Gender-based discrimination or bias in recruitment, selection, or workplace environments;
  • Safety concerns or vulnerabilities during travel, relocation, or workplace integration;
  • Limited access to gender-sensitive facilities, policies, or support services;
  • Barriers experienced by LGBTQIA+ students, including risks of harassment, exclusion, or legal restrictions depending on the host country.

Support measures involve gender-sensitive safeguarding protocols, inclusive workplace policies, training on gender equality for host organisations, and clear guidance for students on safety and rights during mobility.

Students with physical, sensory, intellectual, or psychosocial disabilities, as well as those with chronic illnesses or “invisible disabilities” such as learning differences (e.g., dyslexia), mental health conditions, or neurodivergent traits.
These students may face barriers linked to:

  • Physical inaccessibility of premises or transport;
  • Lack of adaptive equipment or assistive technologies;
  • Absence of trained staff able to provide reasonable accommodations;
  • Stigma or lack of understanding regarding non-visible conditions;

Support includes early assessment of needs, provision of Individual Support Plans (ISPs), accessible housing and transport, assistive devices, and ongoing mentoring.

Students whose cultural, linguistic, or migratory background affects their participation or sense of belonging. This includes:

  • Refugees, asylum seekers, and migrants with disrupted education paths;
  • Students from ethnic, linguistic, or religious minorities who may experience discrimination;
  • International students from non-EU backgrounds with limited social networks or language proficiency.

INKEY promotes intercultural mentoring, inclusive communication, and the use of multilingual materials to ensure these learners have equal access to mobility opportunities.

Students from rural, remote, or marginalized urban areas where access to education, transport, or digital infrastructure is limited. Barriers can include:

  • Limited awareness of Erasmus+ and mobility opportunities;
  • Travel constraints or lack of financial means to relocate;
  • Fewer role models or peer networks supporting international participation.

To overcome these barriers, INKEY encourages targeted outreach through local universities, hybrid internships combining virtual and physical mobility, and mentorship programs connecting isolated students with experienced peers.

Students who are primary carers for children, elderly relatives, or family members with disabilities. Their responsibilities may restrict travel, scheduling flexibility, or availability for mobility programs. Support measures include:

  • Flexible internship models (remote, part-time, or blended formats);
  • Childcare or dependent-care support grants;
  • Agreements on flexible working hours and remote mentoring;
  • Recognition of caregiving experience as a transferable skill in employability frameworks.

Students who return to higher education after a significant break, or who combine study with work or family obligations. They may experience:

  • Lower digital literacy;
  • Limited access to mobility funding designed for younger students;
  • A sense of exclusion from traditional student support structures.

INKEY recommends age-inclusive selection procedures, tailored pre-departure guidance, and networking activities to integrate mature learners into international internship communities.

Many students belong to multiple categories simultaneously (e.g., a migrant student with a disability or a single parent from a low-income background).
INKEY applies an intersectional approach to ensure that compounded disadvantages are recognized and addressed holistically, rather than through isolated interventions.

Ensuring accessibility across all project activities is a cornerstone of the INKEY approach. Accessibility must be embedded at every stage, from the design of materials and digital tools to the organization of physical spaces and communication processes.

The following standards are divided into three main domains – Digital Accessibility, Physical Accessibility, and Communication & Learning Accessibility – and distinguish between minimum (mandatory) and recommended (enhanced) levels. These standards are inspired by the European Accessibility Act (2019/882), WCAG 2.1, and Universal Design for Learning (UDL) principles.

Digital Accessibility

Digital accessibility ensures that all users — including those with visual, hearing, motor, or cognitive impairments — can perceive, understand, navigate, and interact with online content and tools.

Websites, learning environments, and digital documents must conform to WCAG 2.1 Level AA requirements. This includes:

  • Text alternatives: Provide descriptive alt text for all non-text content (images, icons, graphs).
  • Captions and transcripts: Offer captions for prerecorded video and transcripts for audio content; live captions for online events when possible.
  • Semantic structure: Use clear, hierarchical headings (<h1>–<h6>) and ARIA labels for interactive elements such as buttons, menus, and forms.
  • Keyboard navigation: Ensure that all website functions can be accessed without a mouse (tab, enter, and arrow keys).
  • Readable text: Use plain, concise language, adequate line spacing, and sufficient contrast between text and background.
  • Accessible documents: PDFs must be tagged and searchable; alternative formats (HTML, DOCX, EPUB) should be available upon request.
  • Accessible forms: Include clear field labels, instructions, and error messages that can be read by assistive technologies.
  • Responsive design: Ensure compatibility with mobile devices, tablets, and screen readers.
  • Recommended Standards (Enhanced Accessibility Practices)
  • Conduct periodic accessibility audits combining automated testing (e.g., WAVE, axe) with manual reviews.
  • Perform user testing with assistive technology users, such as screen-reader and keyboard-only users.
  • Publish and maintain an Accessibility Statement detailing compliance levels and contact points for feedback.
  • Integrate accessibility feedback loops in platform updates, ensuring continuous improvement.
  • Use plain language summaries for key pages (e.g., application instructions, internship rights and duties).
  • Implement dark mode and high-contrast options on digital platforms to support users with low vision.

Physical accessibility ensures that students with disabilities or mobility challenges can safely and comfortably participate in all in-person activities such as training sessions, interviews, meetings, or assessments.

Minimum Standards

  • Accessible pathways: Ensure step-free access, ramps, and lifts between all relevant areas
  • Accessible restrooms: At least one compliant restroom per venue, appropriately signed and maintained
  • Clear signage: Use high-contrast colours, tactile markings, and internationally recognized pictograms
  • Emergency procedures: Provide accessible evacuation routes and ensure that safety briefings are inclusive (e.g., visual and auditory cues)
  • Reasonable adjustments: Allow flexible scheduling or remote participation for interviews, meetings, and onboarding sessions.

Recommended Standards

  • Design spaces following Universal Design principles: barrier-free entrances, wide corridors, adjustable furniture, and assistive hearing systems
  • Provide dedicated quiet or sensory-friendly spaces to support participants with neurodivergent profiles or mental health needs
  • Conduct accessibility walkthroughs before events and keep a checklist for venue assessment
  • Partner with accessible accommodation providers and ensure that transport routes are wheelchair-friendly.

Inclusive communication ensures that information is understandable, usable, and engaging for all participants, regardless of their linguistic background, learning style, or disability.

Minimum Standards

  • Provide all learning materials in multiple accessible formats, including tagged PDFs, plain text, EPUB, and audio files
  • Use accessible presentation templates: large sans-serif fonts (minimum 18pt for titles, 14pt for body text), high-contrast colours, and minimal text per slide
  • Ensure that all training webinars or online events include live captioning and a written Q&A option
  • Provide alternative assessment methods (oral instead of written, extended deadlines, flexible formats) upon request
  • Write using inclusive, gender-neutral language, avoiding jargon and cultural idioms that may exclude international participants.

Recommended Standards

  • Provide Easy-to-Read versions of key documents (e.g., participant guides, consent forms)
  • Incorporate visual storytelling tools such as infographics, icons, and diagrams to support comprehension
  • Record all webinars and publish captioned versions for asynchronous learning.
  • Offer materials in multiple languages or with simplified English summaries when relevant.
  • Train staff and mentors in inclusive communication and feedback techniques, ensuring awareness of accessibility needs.

Accessibility is not only a matter of design standards but also of personalized support. Host organisations must proactively engage with students to identify individual needs before and during the internship.

Each participating company or institution must:

  • Appoint a named Accessibility Contact Person responsible for coordinating accommodations
  • Discuss and co-sign an Individual Support Plan (ISP) prior to the mobility, outlining necessary adjustments and agreed follow-up measures
  • Keep documentation confidential and compliant with GDPR requirements
  • Ensure flexibility to revise the ISP during the internship if new needs arise.

Examples of reasonable accommodations:

  • Adapted working hours or remote working arrangements;
  • Use of assistive devices or specialized software;
  • Provision of ergonomic furniture or transport allowances;
  • Support from peer mentors or professional interpreters;
  • Flexibility in reporting formats or meeting modalities..

This section translates INKEY’s inclusion and accessibility principles into practical, actionable steps. Each phase of the internship cycle – Recruitment and Pre-departure, Matching and On boarding, During Placement, and Post-Placement – is accompanied by recommended practices, partner responsibilities, and good examples.
These actions are meant to ensure that every student, regardless of background or ability, can participate on an equal footing, with the right tools, preparation, and support throughout their mobility experience.

Recruitment and Pre-Departure

The recruitment stage is a critical opportunity to eliminate barriers early and communicate a culture of inclusion. Transparent communication, accessible processes, and proactive outreach ensure diverse participation.

Key Actions

  • Publish inclusive internship announcements that clearly state the organisation’s commitment to equality, diversity, and accessibility. Each advert should include:
    • An Inclusion Statement (e.g., “We welcome applications from students with disabilities or other support needs and will provide reasonable adjustments as required”).
    • Contact details for accessibility or inclusion inquiries.
    • Clear indication of remote or hybrid options, physical accessibility, and available support services.
    • Use inclusive and bias-free language in all materials. Avoid gendered terms or culturally exclusive references. Include images representing diversity (age, ethnicity, ability, gender).
  • Ensure accessible communication and application channels:
    • Accept applications via multiple formats (email, online form, phone call, video submission).
    • Ensure all forms comply with WCAG standards and provide an alternative route (e.g., paper or assisted submission).
  • Offer financial transparency and planning support:
    • Publish estimated living costs, available bursaries, and emergency fund options.
    • Provide guidance on managing expenses abroad, including accessible housing and transport.
  • Organise pre-departure orientation sessions tailored to target groups:
    • Topics should include cultural adaptation, health and safety, rights and responsibilities, and inclusive communication.
    • Offer materials in accessible formats and languages understood by participants.
    • Include guest speakers or alumni from underrepresented groups to share experiences.

Matching students with suitable hosts and designing an inclusive onboarding process ensures that accommodations are implemented effectively from the first day.

Key Actions

  • Inclusive Matching Process:
    • Match students and hosts not only by academic fit but also by the ability to provide required accommodations.
    • Use accessibility metadata in internship listings (e.g., “wheelchair accessible,” “remote flexibility,” “mentor trained in inclusion”).
  • Individual Support Plan (ISP):
    • Co-create the ISP with the student, sending university tutor, and host organisation supervisor.
    • Document agreed adjustments (assistive tech, flexible hours, accessible workspace).
    • Review and update periodically during the mobility.
  • Accessible Induction:
    • Provide both written and oral briefings with accessible slides and transcripts.
    • Offer hybrid participation options for students unable to attend in person.
    • Include a virtual tour or orientation video with captions and audio descriptions.
  • Mentorship and Supervision:
    • Assign a trained mentor within the host organisation familiar with inclusive supervision methods.
    • Ensure clarity of roles, expectations, and feedback mechanisms.
    • Provide short training modules for mentors on unconscious bias, inclusive communication, and adaptive supervision (see Section 11).
  • Monitoring and Feedback:
    • Set up weekly or bi-weekly check-ins between student, mentor, and university contact.
    • Create an escalation pathway for issues related to accessibility or discrimination (clear contacts and timeframes for response).

This phase focuses on maintaining inclusive working conditions and ensuring psychological safety throughout the mobility.

Key Actions

  • Confidential and Accessible Communication Channels:
    • Maintain open, trust-based communication among the student, mentor, and sending institution.
    • Ensure all communication tools (Teams, Zoom, Slack, etc.) are accessible and compatible with assistive technologies.
  • Mental Health and Wellbeing Support:
    • Provide access to wellbeing resources, such as counselling services, mental health helplines, or stress-management workshops.
    • Include crisis contact information in the ISP and mobility handbook.
  • Peer Support and Social Integration:
    • Establish a buddy system pairing the participant with a local peer or alumnus, ideally with a similar background.
    • Organize social activities that are inclusive, low-cost, and accessible.
  • Language and Cultural Mediation:
    • Offer on-demand interpretation or translation services for administrative or professional communication.
    • Encourage the use of inclusive English (avoiding idioms or culturally specific jargon) to support comprehension.
  • Ongoing Feedback and Monitoring:
    • Collect mid-placement feedback through accessible surveys and structured interviews.
    • Use short checklists to monitor accommodation effectiveness and overall satisfaction.
    • Involve mentors and tutors in quick feedback loops to address emerging issues early.
  • Conflict Prevention and Resolution
    • Provide a clear anti-discrimination and harassment policy accessible to all participants.
    • Train supervisors to recognize and address microaggressions or exclusionary behavior.
    • Offer mediation or support from neutral contact points (e.g., Inclusion Officer or University Ombudsperson).

The post-placement phase ensures that learning outcomes are recognised, inclusive practices are documented, and successful experiences are shared.

Key Actions

  • Accessible Recognition Tools:
    • Issue digital certificates, Open Badges, or micro-credentials that reflect both technical and inclusion-related competences gained.
    • Ensure all certificates are accessible, tagged, and screen-reader compatible.
  • Debriefing and Reflection:
    • Conduct structured debriefing sessions with participants to evaluate accessibility experiences, challenges, and success stories.
    • Encourage reflective reporting through inclusive formats (video, audio, written summaries).
  • Career Development and Inclusion Pathways:
    • Provide support for CV and portfolio adaptation, highlighting international and inclusion competences.
    • Organize inclusive career events in collaboration with companies that hold or are pursuing the INKEY Quality Label.
    • Offer guidance on accessible job-seeking platforms and equality-focused recruitment networks.
  • Institutional Learning and Quality Label Integration:
    • Use participant feedback to enhance the INKEY Quality Label framework.
    • Recognize and showcase exemplary host organisations through awards and dissemination activities.
    • Encourage employers to adopt long-term diversity and inclusion policies, embedding lessons learned from the project.

Create a database of inclusive employers and alumni ambassadors to support future cohorts

Integrate inclusion outcomes into institutional quality reports and Erasmus+ dissemination channels

Coordinating university: Overall project coordination, quality assurance of INKEY outputs, dissemination, and managing the certification pilots.

Sending higher education institutions: Identify candidates, provide pre-departure support, ensure ISPs are produced and maintained.

Host organisations (companies): Implement reasonable accommodations, assign mentors, participate in certification and monitoring.

Platform owners (ErasmusIntern.org, EU4EU): Ensure accessibility of listings, integrate metadata and host accessibility statements.

Student representatives: Provide feedback, participate in evaluation panels and co-design activities.

National Agencies/Policy stakeholders: Provide guidance, help disseminate the Quality Label and align to national rules.

Accessibility – The extent to which environments, services, products, technologies, and information are designed and available to be used by all people, regardless of their abilities or background. Accessibility goes beyond physical access, encompassing digital, cognitive, social, and linguistic access. In the INKEY context, it refers to removing barriers in learning, work experience, and communication, ensuring everyone can participate fully and independently.

Inclusion – A systemic and proactive approach that values and enables participation, respect, and belonging for all individuals. Inclusion means designing policies, practices, and cultures that recognize diversity as an asset. Within INKEY, it involves embedding inclusive principles into internship mobility programs so that every student – regardless of economic, cultural, or physical circumstances – has equal opportunity to engage and succeed.

Students with fewer opportunities – A central concept in Erasmus+ referring to learners who face obstacles that limit their participation in education or training. These may include:

  • Economic obstacles: limited income, unemployment, or dependence on social welfare;
  • Gender-related obstacles: gender-based discrimination, bias, or expectations that restrict access, safety, or equal participation in learning or mobility opportunities;
  • Disability-related obstacles: physical, sensory, mental, or cognitive disabilities;
  • Health-related obstacles: chronic illnesses or temporary conditions affecting mobility or participation;
  • Cultural and social obstacles: migrant background, minority groups, linguistic barriers, or discrimination;
  • Geographical obstacles: living in remote, rural, or peripheral areas with limited infrastructure or access to opportunities.
    In the INKEY project, identifying and addressing these barriers is a key precondition for inclusive international mobility.

Universal Design for Learning (UDL) – An educational framework rooted in cognitive neuroscience and inclusive design principles. UDL promotes flexible learning environments that accommodate individual differences by offering multiple means of engagement, representation, and expression. In the INKEY model, UDL principles are applied to training materials, mentorship processes, and digital content to ensure usability for all learners.

Reasonable Accommodation – is a modification or adjustment made to a job, that enable persons with disabilities or specific needs to participate on an equal basis with others. Reasonable accommodations should be effective, proportionate, and tailored, such as accessible software, flexible schedules, or adapted workspaces. Under EU law (Directive 2000/78/EC), institutions and employers are required to provide such accommodations unless they impose a disproportionate burden.

Assistive Technology (AT) – Any device, software, or system that helps individuals with disabilities perform tasks that might otherwise be difficult. Examples include screen readers, speech-to-text programs, alternative input devices, magnifiers, captioning tools, and mobile accessibility apps. Within INKEY, AT also includes digital communication aids used during internship placements to ensure independence and equal participation.

WCAG (Web Content Accessibility Guidelines) – The international standard developed by the W3C (World Wide Web Consortium) that defines how to make web content more accessible to people with disabilities. The INKEY digital platforms (EU4EU and ErasmusIntern.org) are committed to reaching WCAG 2.1 Level AA compliance, ensuring accessible navigation, text alternatives, captions, contrast, and logical structure.

ARIA (Accessible Rich Internet Applications) – A set of HTML attributes that improve accessibility of web content and applications, particularly for dynamic elements like menus, sliders, or forms. ARIA ensures compatibility with screen readers and other assistive technologies. It complements WCAG compliance in the INKEY digital platforms, supporting an inclusive online experience.

Quality Label (INKEY) – A certification system developed within the INKEY project to recognize companies and institutions that demonstrate commitment to diversity, equity, and inclusion in hosting international interns. The Quality Label sets clear criteria for inclusive practices, accessibility measures, and continuous improvement, aligned with ISO 30415 (Diversity and Inclusion) and EU inclusion frameworks.

Individual Support Plan (ISP) – A personalized document co-created between the student, sending university, and host organization that identifies specific needs, accommodations, and communication preferences. The ISP includes emergency contacts, agreed adjustments, and a follow-up procedure. It is confidential and guided by GDPR-compliant data management. The ISP ensures that every participant receives tailored support throughout the internship.