over 1% of those young people who wish to participate in a mobility-based voluntary action (such as the European Voluntary Service, for example). (“Expert groups say: Make periods of learning abroad a rule, rather than the exception”, 2008) The European Commission puts the enhancement of social inclusion and reducing social and gender inequalities to the forefront. Mainstreaming has been central ever since the start of the SOCRATES Programme (Bertran, Pijl & Watkins, 2000). The enhancement of participation for persons with a disability is an important element within this principle. Currently, in the Lifelong Learning Programme the successor of SOCRATES since 2007 working with underrepresented and disadvantaged groups – – is being explored through the European inclusion initiative. Within this initiative, 13 European countries are working together to make the Lifelong Learning Programme more accessible (“About Inclusion”, 2011). Figures from the European Commission regarding international mobility and students with a disability show that the academic year 2006/2007 over 140 students with disabilities “during participated in Erasmus This represents 0.09% of all Erasmus students. Although an increase compared to the previous years has been observed, the number is still exceptionally low.” (“Exchange Ability”, n.d.). 257 students with a disability received an additional grant for taking part in the Erasmus Programme in 2009-2010. This only represents 0.12% of all the students taking part (European Commission, 2012b). When comparing the figures of 2009-2010 with of 2006-2007, we can see a small increase. Still, figures show that students with a disability are underrepresented in international mobility, despite the objective of reducing social inequalities and despite the efforts regarding to international mobility in higher education. Besides the figures, is a lack of research and knowledge, particularly in Europe, in relation to their international experiences. Overall, the voice of students with a disability is missing. An on information resources regarding international mobility and students with a disability can be on the LINK website.
over 1% of those young people who wish to participate in a mobility-based voluntary action (such as the European Voluntary Service, for example). (“Expert groups say: Make periods of learning abroad a rule, rather than the exception”, 2008) The European Commission puts the enhancement of social inclusion and reducing social and gender inequalities to the forefront. Mainstreaming has been central ever since the start of the SOCRATES Programme (Bertran, Pijl & Watkins, 2000). The enhancement of participation for persons with a disability is an important element within this principle. Currently, in the Lifelong Learning Programme – the successor of SOCRATES since 2007 – working with underrepresented and disadvantaged groups is being explored through the European inclusion initiative. Within this initiative, 13 European countries are working together to make the Lifelong Learning Programme more accessible (“About Inclusion”, 2011). Figures from the European Commission regarding international mobility and students with a disability show that “during the academic year 2006/2007 over 140 students with disabilities participated in Erasmus This represents 0.09% of all Erasmus students. Although an increase compared to the previous years has been observed, the number is still exceptionally low.” (“Exchange Ability”, n.d.). 257 students with a disability received an additional grant for taking part in the Erasmus Programme in 2009-2010. This only represents 0.12% of all the students taking part (European Commission, 2012b). When comparing the figures of 2009-2010 with of 2006-2007, we can see a small increase. Still, figures show that students with a disability are underrepresented in international mobility, despite the objective of reducing social inequalities and despite the efforts regarding to international mobility in higher education. Besides the figures, is a lack of research and knowledge, particularly in Europe, in relation to their international experiences. Overall, the voice of students with a disability is missing. An on information resources regarding international mobility and students with a disability can be on the LINK website.
no_limits_on_international_exchange_-_international_mobility_and_students_with_a_disability.docx