"The aim of the myVETmo project was that European stays and traineeships abroad in vocational education and training (mobilities) are no longer reserved for mostly high-performing young people who are already in dual vocational training, for example. In the sense of an inclusive VET, it is important to make this possible for all young people. In particular, we have to open up opportunities for those who have had little access to educational opportunities of this kind. Teachers and trainers have to develop their social- and self-competence and to increase their employability.In the spirit of a broad understanding of inclusion, the myVETmo project focused in particular on disadvantaged young people who require special individual support in various areas. The learning and practical experiences abroad were to be accompanied individually, but at the same time gave the students the space to make individual explorations and to discover and experience supposedly hidden / unconscious competences ('hidden competences'). This 'balancing act' between personal care (on-site) on the one hand and on the other hand the self-regulation of the learners had to be taken into account during the development of the three intellectual outputs of the project:1. The ‘Students' Navigator’, a web application, should serve the learner as an orientation during the stay abroad, give hints, but also address the communication and timely assistance of caregivers.2. As part of the internship / stay abroad, the students developed a self-introductive video (‘Video-based Self-presentation’), which can be used, for example, in later application procedures.3. At the project implementation level, quality standards and ‘guidelines for inclusive mobilities’ have been developed and reflected in the process.The cooperation of the partnership was organized according to the methodical approach ""Arena of Innovation"". In this approach, researchers join practitioners of vocational training, which provides the basis for high quality results, e.g. innovative means in initial vocational training and further education. The international team developed the instruments for preparation, implementation and post-preparation of regional and international phases of practical training. The European partners from Finland, France, Germany, Spain and Turkey, i.e.school authorities (Bezirksregierung Düsseldorf (coordinator), Dirección General de Formación Profesional Inicial y Educación Permanente. Junta de Andalucía, Tekirdag il Milli Egitim Mudurlugu, Rectorat Academie de Lille), a University (University of Paderborn), two VET schools (Berufskolleg Reydt-Mülfort, Raision seudun koulutuskuntayhtymä) and a training provider (Stiftung Bildung und Handwerk) were collaborating on inclusive targets for the development of ‘inclusive mobility’ in their regional VET: high-level educational supply for learners who need special support.The VET schools in the project and/ or associated to project partners tested the tools and implemented them into their pedagogical work. All local teams discussed and contributed to the guidelines for inclusive mobilities. The testing by students and teachers included the design, functions, handling, communication and feedback and finally summarising reflections and follow up.Testing institutions gave feedback by sampling the degree of satisfaction with the specific tools and asking for suggestions on how to improve them. After the first testing, we re-designed the tools.It can equally be determined that work experience abroad requires a special effort by disadvantaged youths. We see it as a special feature. Now the mobility of disadvantaged groups is based on the special dedication of educational institutions and their staff and is just in some exceptional cases an explicit ingredient of training and exercise programs. However, an integration of preparation, companionship and post processing in the professional exercise programs seems to be an important precondition considering the intense pedagogical coordination effort.Apart from product development, the project also fostered competences of stakeholders in vocational training regarding digital instruments in inclusive vocational training. MyVETmo intended to enable institutions focusing on such training to include practical learning phases (also abroad) in their curricula to provide their students with better transition to work and further education.Young people with special needs took part in national and international internships. Their institutions could develop local and regional supporting structures and digital instruments for the acquisition of key competences in vocational training. More details and the results of myVETmo you can find under http://www.myVETmo.eu."