• It helps to improve communication and encourage continuous improvement.
• It is an excellent networking tool and can facilitate the breaking down of language and professional barriers across the schools all over Europe.
• It is an opportunity for hosts to share best practice and to allow for self-development of the visitors/guest and, often, the host.
• It allows teachers to view work processes they are involved in from a different angle.
• It provides the individual with a unique opportunity to find out how other teachers work and what their schools roles involve.
• It develops a deeper knowledge and understanding of their own role and functions as a teacher across countries.
• It can be used as a way of "testing out" possible forms of teaching.

In the context of an education system designed for individuals with intellectual disabilities, the ultimate goal is to cultivate a comprehensive profile of results that extends beyond academic achievements. This profile emphasizes the holistic development of each individual, recognizing and harnessing their unique abilities. Here are the key outcomes:

• Personalized Academic Progress: Tailored academic interventions and support mechanisms ensure that individuals make continuous progress based on their unique learning styles and paces. Regular assessments track their academic achievements, identifying areas of growth and personalizing instructional strategies.
• Social and Communication Proficiency: Successful education outcomes are reflected in improved social and communication skills. Individuals demonstrate enhanced abilities to initiate and maintain meaningful relationships, communicate effectively, and actively participate in social interactions within and outside the educational setting.
• Independence in Daily Living: The education system aims to empower individuals with the skills necessary for independent daily living. Achieving proficiency in tasks such as personal hygiene, time management, and household responsibilities demonstrates increased self-sufficiency and autonomy.
• Vocational and Occupational Competence: Graduates of the education system exhibit vocational and occupational competence, having undergone targeted training in areas aligned with their interests and capabilities. They are prepared for potential employment opportunities, showcasing practical skills relevant to the workforce.
• Emotional Regulation and Well-being:  Positive outcomes in emotional regulation and overall well-being are evident. Individuals demonstrate an understanding of their emotional states, utilize effective coping mechanisms, and exhibit positive mental health practices, contributing to their overall happiness and fulfillment.
• Inclusive and Supportive Community Engagement: Successful integration into inclusive and diverse learning environments results in individuals feeling a sense of belonging and acceptance. They actively participate in community activities, contributing to a supportive and understanding environment that values diversity.
• Effective Implementation of Individualized Educational Plans (IEPs): The successful implementation of IEPs ensures that each learner's unique needs are addressed. Regular assessments and adjustments to educational plans contribute to academic progress and personal development, ensuring a tailored and effective learning experience.
• Advocacy and Self-Advocacy Skills: Graduates exhibit the ability to advocate for themselves and others. They are knowledgeable about their rights, effectively express their needs, and actively contribute to the promotion of inclusivity and accessibility within their communities.

These profile results collectively signify the success of an education system for individuals with intellectual disabilities, highlighting their holistic development, increased independence, and positive contributions to society.