Includ-ed, red europea de educación inclusiva

International mobility is a theme that is being more and more promoted within higher education. Going on Erasmus or doing an internship abroad, are only some examples of international experiences that can be undertaken. In relation to students with disabilities we could notice as well how efforts to promote international mobility are being launched. Despite those efforts not a lot of students with a disability go international. Moreover, their voice is being excluded from the debate. By starting up a qualitative research we aimed to gain insight on what international mobility means to students with a disability. We visited nine participants at home or at the place of their international exchange to hear their story. We wanted to give them voice by listening for their international experiences. Their stories were represented in personalized portraits based on the method of ‘portraiture’ by Sarah Lawrence-Lightfoot (1997). The stories have been analysed on the basis of ‘Key Incidents’ (Emerson, 2004). By deducing six key incidents we analysed the retrieved information and observations. It gave us insight (1) in the reasons why our participants wanted to join international mobility and (2) the way they experience their disability differently depending on the ‘place’. Furthermore, we found information regarding to (3) the desirable support while being abroad. (4) Despite the barriers they had to face, we concluded that our participants talked very positively and enthusiastically about their international experiences.