Partenariat éducatif GRUNTDVIG, Creative Learning in Education United, (2012 – 2014), n°2012-1-LT1-GRU06-07151 5, 2nd meeting in Perugia

2nd Meeting

Perugia, Italy



  •  Tellus Group, England,
  • Kutahya Valiliği, Turkey
  • Eurl Aristote, France
  • Ass. Coat onlus, Italy

Meeting Agenda

Day 20 May


Welcome in Perugia and social dinner

We will meet @ the Hotel to have a dinner together


Day 21 May


Meeting presentation: brief explanation of next meetings and organizational issues

@Hotel meeting room in Perugia


Speech impairment in autism: learning issues and integrative approach

@ Day centre for autism

Via dell’Ingegneria – Perugia


Lunch break



Children with speech difficulties: the experience of art -based approach to learning at school

@ Auriga conference room

Via Fratelli Cairoli, 24– Perugia


Coming back at Hotel



free time for dinner



Day 22 May


CLEU project internal meeting:

  • Status of project development
  • Planning (next meetings, activities..)
  • 2nd Newsletter and website
  • Intermediate Report
  • CLEU Book draft structure


@Hotel meeting room in Perugia


Lunch break



CLEU project internal meeting:

  • others
  • Administrative issues


@Hotel meeting room in Perugia


Meeting Report

The meeting has put in place the programme agreed at the kickoff meeting in Turkey, going into specific the following issues has been examined:

The italian experience in full-integration approach of children with disabilities 

this preliminary work consisted in a presentation of COAT partner , with the purpose to introduce what are the main trends about education of pupils with disabilities in Italy

Meaningful experiences in creative education approaches with pupils with speech impairment 

two meeting with responsible of creative approaches for children with speech impairment (various causes and severity) has been performed

Project development 

that means an open discussion about italian experiences and development of tasks related to project development

Project administrative issues

  • Italian experience in full-integration approach: this first issue has been presented on the basis of:

The “historical” approach toward the full integration of people with disabilities in Italian society.

The recently introduced ICF standards as a common “language” for all the agents of the society.

  • Meaningful experiences in creative education approaches with pupils with speech impairment

The second issue has been thought as a face-to-face meeting with meaningful experiences in Region Umbria:

1. Autism daily centre: the behavioural approach and CAA with children with autism. The references of the regional reference centre for autism of the region (Doctor Pierini and Speech Therapist Toccaceli) have presented the approach undertaken with a number of speech-impaired children. The opening of the Daily Centre for Autism (2007) has established an operational model that enhance the collaboration among families, social health services and social co-operatives, that means to improve the educational and rehabilitative activities addressed to children with autism through a network of actions synergistic implemented in different contexts and by different actors. This is achieved through the flexible of measures (developmental experiences) in different life situations (home, work and recreational soprtive, shops, cinemas, etc.) In continuity with what has been achieved by the family and the school as a single project (ref to Individualised Educational Plan in school).

 Inside the centre, the guiding principles are the psycho-educational work with the aim of integrating the cognitive-behavioral approach (TEACCH model) to the techniques of communication support provided by the AAC (Aumentative Alternative Communication) and those with special adaptations coming from the treatment of severe sensory deficits and linguistic disorders.


At level of AAC, some simple realisation of Communication Books are given.

COAT Association is collaborating with the centre in developing AAC solutions based on tablet technology. This experimental approach will assure a easiness in managing different communication contexts, allowing a number of symbol sets stored in the same (portable) device. On the other hand, a sound can be linked to each symbol reinforcing communication objective toward the environment as well as feedback for the user. 

2. Creative school activities for pupils with generic speech impairment.

This meeting has been made with the teacher Stefania Imparati (primary school teacher): firstly she explained the framework of these activities/worshops as part of the integrative approach in Italy. The last positions of the Ministry for Education are recognizing “Special Educational Need” as a general category including mild disabilities/disturbs (dyslexia..) as well as cultural difficulties (i.e. for migrants) or emotional/affective disturbances.

She developed/applied creative methods for development of speech abilities for those pupils with defects in pronunciation, specific learning disturb, special education needs, language retardation, language difficulties (migrants). She proposed as additional activity (extra the normal timetable of school) a number of playful “games” mixing together sounds and drawing abilities, helping the participants to take confidence with their own capacity and developing the ability to overcome to specific problems by their own. This work has been developed in a social context where pupils coming from different classes met together to play under the stimulus/encouragement of the teacher.

This workshop has been organised in several phases:

  1. Socialisation: where each participant has been invited to present him/herself creating a “music” with own name (

  2. Elaboration of figured alphabet: sound of the letter linked with its graphical representatio

  3. Sing a nursery rhyme, enhancing personal ability to listen and repeat

 4. Taking confidence with new words: by means of playful verses and games, their vocabulary is enlarged including also words and sounds difficult to pronounce (the music base is a great help: hip-hop, rap and pop are proposed

 5. Discovering the silence as a component of the spoken experience: represent it, respect time for silence, play with it

At the end, all the group has been invited to experience actively the games proposed in the workshop: it was a funny experience for all of us!

 Project development

The discussion took place in the second day of the meeting: it involved all the partner participants. Some points can be outlined at the end of the meeting:

  • the “italian way” seems to be interesting and exciting, considering the chance for empowerment and personal involvement of pwd and their families; on the other hand seems also difficult to apply in all cases (on the basis of severity of disability) and school integration could be problematic w.r.t. all the other pupils. For sure is an hard way and means a continuous competence upgrade of all agents that are requested to work together (this fact reflects in costs and resources needed to achieve integration).
  • Italy is on the wave of the recent UN Charter for the Rights of Person with Disabilities and WHO-ICF application: this process in on the way, there is a strong commitment at political level to apply these rules, but not all the critical issues are solved; this evolutive situation is beneficial for the community (in general), but could conflict with the interest of pwd to access to efficient services
  • In EU there are other approach to education of pupils with disabilities, probably each approach (or better mix of solutions) has a justification in terms of evolution and cultural imprinting and availability of resources (competences and organisation) to better suit the need in each country; it is a fact that all the legislations and practical implementations are moving toward, also benefitting from the comparison/observation and cross-fertilisation with the other countries
  • creative approaches for speech impairment are encouraged by the present condition of the Italian legislation and by the relationship among the agents operating in the field of special needs (in education); there is not a systematic approach for the diffusion of such practice in each school: they are corresponding to yearly special projects and/or regional solutions (in case of autism daily centre), which should be better exploited.

Moving from this observations, the outline structure of the “CLEU Book” has been discussed: the consortium agreed to include in the country-specific chapters resumes of the experiences made during each meeting. Aristote offered their experience in similar products and COAT agreed to work together in developing the outline and hints for the common parts. It will constitute the final product of the project.

The website realisation is still pending: all the partners agreed about the usefulness of the website to diffuse the project aims and to give a “one-stop-place” to resume the project products, to identify its components and participants, giving an help in enlarging collaborations for next meeting programmes.

The idea to produce project flyers has been considered: lacking specific budget to print them, all opted to conceive a e-flyer to be disseminated via mail. Under suggestion of Kutahya Gov representatives, the idea to produce a project poster has been considered: its utilisation could be during public meetings.

The 2nd newsletter will include some information about the meeting in Perugia: all the newsletter could be also published and collected in website.

Then the discussion covered the need to prepare the Intermediate Report as requested by the NA of each country. The consortium agree to share comments and texts about the common parts of the document, almost a week before its delivery.

At the end, the scheduling of next meetings has been discussed: next meeting will be in Plymouth (hosted by Tellus Group) in the month of September. Next year will take place meeting in France and the final meeting in Turkey. For the final meeting, the organisation of public event is planned (details will be discussed next meeting).

Considering the number of mobilities available and the need to collaborate on specific tasks with a single partner, COAT proposes the chance to organise “bilateral” meetings during the remaining months of the project: this opportunity will be discussed via mail.

In order to summarise the main decisions undertaken, a ToDo table is annexed next.