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This paper presents the findings of an exploratory study conducted within an international mobility project for young adults with Fragile X Syndrome, aimed at analysing the quality of vocational training contexts from an equity and participation perspective. The research is situated within the broader European debate on the labour inclusion of people with disabilities, with specific reference to the right to accessible, personalized, and self-determination-oriented pathways (UN, 2006).

FXS, as the primary hereditary cause of intellectual disability, involves specific cognitive and behavioural characteristics that significantly impact labour inclusion processes (Bottà, 2024; Corona & De Giuseppe, 2018; Falsetto & Anselmi, 1990; Lanfranchi & Vianello, 2004). Within this framework, access to high-quality vocational training contexts requires reasonable accommodations, educational supports, and inclusive environments. The project examines several international internship experiences proposed by the Italian Fragile X Association as part of an Erasmus+ program.

The aim of the research is to improve inclusive experiences for young adults with FXS, promoting social inclusion and participation. To achieve this, the research pursues several objectives, including:

• analysing current methods for organizing extracurricular traineeships, identifying strengths and potential areas for improvement;
• investigating the training needs, skills and useful tools for chaperones;
• designing a specific training course for chaperones based on real operational conditions and trainee characteristics;
• developing observation and evaluation tools sensitive to changes generated by the traineeship experience in people with FXS, in terms of life skills (WHO, 1993).

The research adopts a qualitative design based on action-research methodology, characterized by a recursiveness that allows rethinking practices in favour of more effective and targeted actions (Trinchero, 2002).

Tools used include: questionnaires for families of the Italian FXS Association to investigate knowledge and willingness to participate in the Erasmus+ project; self-observation grids completed by chaperones to reflect on their performance during the traineeship; rating scales based on the ICF (WHO, 2001) for observing trainees, completed by chaperones to obtain a comprehensive assessment of acquired or enhanced skills; and semi-structured interviews to gain a complete picture from both direct (trainees and chaperones) and indirect (parents) participants.

Data collected so far highlight that the quality of the training experience is strictly connected to specific conditions, such as chaperone training on FXS characteristics and the upcoming experience, and a context capable of valuing practical and relational skills. Simultaneously, the study highlighted critical issues related to practical implementation and prior organization.

Finally, this contribution proposes an evaluation model for international traineeships and work placements for young people with FXS, based on the interaction between pedagogical, organizational, and relational dimensions. This model, built on an ICF basis, intends to offer useful indications for both research and the design of inclusive practices, strengthening the link between training quality, educational justice, and full citizenship.