Meeting Reports

1st meeting in Kutahya 21.01.2013-23.01.2013

“Creative Learning in Education United”
Kick-off Meeting
1. Tellus Group, England,
2. Kutahya Valiliği, Turkey
3. Eurl Aristote, France
4. Coat, Italy

In the meeting first of all all necessary issues for Project management is discussed according to the programme;

-Visit to the Governor

-Opening Session-Welcome
-Introduction of partner organizations

– presentation and discussion of Project in general
-presentation and discussion of Project workpackages

-Discussion about meetings
-Distribution of tasks
-Budget management
-Dissemination activities

Distribution of tasks;
1-have a questionnare template by the end of the January by English partner,(the partners will fill in and send to Turkish partner by the beginning of February)
2-design a Project logo by French partner by the 15th of February ,
3-have the 1st newsletter by Turkish partner about the general idea and focus of the Project,the reasons for speech impairment,(France,Italy and Turkey will make the translation of newsletter into their national langauages by the end of February)
4-have an outline for “common practice report” by the end of April which will be about;
*what is the general approach provided by law for the pupils with disability(special education)?
*What health services are avaliable?
*How are the terapists and educators are educated?
*the reasons for speech disorder, are they after some kind of illnesses such as cerebral palsy,hear impairment,down sendrome,autism ?
Italy will lead other partners for “Common Practie Report” to be done by each partner first locally and then all reports will be gathered into general report.

5-have common place on “wordpress” to disseminate Project and its activities by the end of March by Turkey.

6-have the second meeting in Perugia,Italy between the dates 19th-24th May.
The results of the first meeting are:
-questionnare template for the first meeting,
-project logo
-wordpress space for the Project
-1st newsletter

IMG_2058 IMG_2059 IMG_2060

Timescale for meetings;
19-24 May-Second meeting in Perugia, Italy
……………….Third meeting in…England…………….
………………..Fourth meeting in…France………………
………………….Last meeting in…Turkey…………………

2nd meeting in Perugia 20.05.2013-22.05.2013


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

  1. The italian experience in full-integration approach of children      with disabilities
  2. Meaningful experiences in creative education approaches with pupils      with speech impairment
  3. Project development
  4. Project administrative issues
  5. Italian experience in full-integration approach: this first issue has been analysed on the basis      of:
  6. The “historical” approach toward the full      integration of people with disabilities in italian society.


Italy has started in re-thinking the apprach toward pwd (people with disabilities) during 70s: promoting a number of laws in favour specific groups (blind and deaf) and their work integration (as reserve list). In educational framework, this process understood a progressive closing of “special schools” and institutions for the education of disabled persons (in sense of confined location). These changes have to be seen as a general modification of the point of view of the italian society, which can be described as a “bio-psychosocial approach” to the concept of pwd.

It is possible to find two main conceptual models of disability:

–           the Medical Model deals with disability as a problem caused by diseases, injuries or health conditions which need medical assistance as an individual treatment by specialized professional figures;

–           the Social Model deals with disability as a complex interaction of conditions, many of which are related to social context and to environment of life.

Biopsychosocial model, which integrates the Medical model and the Social model, stressing the importance of all the components at the biological level, the individual level and the social level. The Biopsychosocial model gives a conceptual map to describe health condition of the person by the interactions among the following dimensions:

Since the 70s, there is in Italy a gradual transition from the concept of inclusion in the integration of pupils and students with disabilities in public schools. The legislation reflects their various production steps with which it has developed a process to promote a process of inclusion and integration of people with disabilities in the school environment.

This process has had the objective of implementing a “right”, but above all implement tools, methods and services that might facilitate social participation and improve the academic performance of persons with disabilities.

Going through the main stages of legislation in recent years, we must remember the law n. 118 of 1971, which establishes the right to education in ordinary schools, and has measures to ensure the frequency, and the law n. 517 of 1977, which recognizes the importance of individualized educational interventions aimed at the full development of the personality of the students.

More recently, the law no. 104/92 “for the assistance, social integration and rights of disabled people “, aims to promote the full integration of people experiencing handicap in every area in which they can express their personality “in the family, at school, at work and in society “(Art. 1, paragraph 1, lett. a).

With regard to schooling, the above-mentioned law considers it a priority that the education of people with disabilities is fulfilled through their inclusion “in mainstream institutions schools of all levels and in the universities’ (Article 12, paragraph 2). The frequency in common classes constitutes an essential instrument for the achievement of the “development of … potential of the handicapped person in learning, communication, relationships and socialization “(Art. 12, paragraph 3).

The law n. 104/92, also calls for the adaptation of ICT of school facilities and promotes, in addition to coordinated planning with other of the territory, operated by public or private entities, including the training and retraining of teaching staff and support (Art.13-16). By Law no. 17 of 1999, which amends the law framework, are guaranteed to university students with disabilities both technical and educational subsidies, and tutoring services specialized and individualized treatments on the occasion of the university examinations and the presence of a teacher responsible for coordinating, monitoring and support of all initiatives on integration as part of the university.

Also as part of the Framework Law no. 104/92 is also introduced the instrument’s “Profile Dynamic Functional” (PDF) useful for defining the level of development that “the pupil in a state of handicap “can be reached in a short time (six months) and in the medium term (two years). The Functional Profile is prepared on the basis of Functional Diagnosis (DF), which consists in an analytical description of the functional impairment of the physical or mental condition of the student [compiled by Public Health system]. Both instruments defined above possible to develop the Individualized Education Plan (IEP), which is a document that descriptions of the interventions, projects didactic-educational, rehabilitation and socialization individualized and the modes of integration between school and extracurricular activities.

The Education Plan is prepared by operators of Local Health Units and staff specialist teacher of the school, with the psycho-pedagogical teacher participation operator identified in accordance with criteria established by the Ministry of Education, in collaboration with the parents of the disabled person (Article 12, paragraph 5).

A tool that should facilitate further integration is the Regulation on school, approved by the Council of Ministers on 25 February 1999, in that it emphasizes the need to consider each individual in its diversity (including those relating to a disability) and provides “education interventions, training and education aimed at the development of the human person, adapted to different contexts, the question of the families and the specific characteristics of the subjects involved “(Article 1, paragraph 2).

“The basic assistance to students with disabilities is a fundamental part of the process of school integration and its practical implementation will help achieve the right to education guaranteed by the Constitution ”

(Note no. N. 3390 of 30 November 2001 “Basic care for pupils with disabilities”) is therefore the responsibility of each school to create the conditions so that all pupils are offered the services more suitable. Basic care is handled by schools and educational activity with the lives teaching and is an important figure in the school employee. “Given the sensitiveness of the related to assisting students with disabilities are organized training courses, as provided for by Article CCNI 1998-2001. 46, relating to additional functions, identifying one or more school employees for each of the schools with the presence of students with disabilities “(note prot. n. 3390/01). In this way, each school autonomous is able to acquire a group of school staff capable of fulfilling the duties laid down by the assistance of the base. Remarkable is also the figure support teacher, which should be fully involved in educational programming and should participate, on an equal footing teacher of the class, the preparation and verification of the activities pertaining to the advice of teachers. For years it was maintained a ratio of 1 support teacher for every 4 students with disabilities (as provided by Law no. 270 of 20 May 1982 Article 12). By Law no. 449 of 1997 and the Decree of the Minister of P.I. n. 331/1998, has detached the organic support the number of students with disabilities: the places of support are now calculated at the provincial level, based on the ratio of 1 seat for every 138 pupils, disabled and non-disabled.

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

ICF ( International Classification of Functioning, Disability and Health, 2001) is a classification of health and health related aspects, developed by the World Health Organization (WHO).

It represents a revision of the International Classification of Impairments, Disabilities and Handicaps (ICIDH) which was first published by the World Health Organization for trial purposes in 1980, focussing more on the consequences of a disease.  The new version describes body functions and structures, activities and participation, which are classified from body, individual and societal perspectives.

ICF is much more accentuating the aspect of health not only from the restrictive side but also highlighting the positive aspects.

The actual ICF classification makes a clear difference between body structure and function on one side and activities and participation on the other side. We can describe Disability as a global term regarding limitations due to the physical impairment but also as limitations by doing some activities and participation at the community, societal life. So it is related to the limitations as resultant by the combination of physical/intellectual impairments and the environment (physical and societal) the person is living in.

ICF introduces “a positive view that deals with health and functionality in a complex, systemic and interrelated perspective, that focuses attention to environmental and personal factors, to a language shared by different professionals, putting them in communication and helping them collaborating”.

At present, italian goverment is pushing the utilisation of ICF as a descriptive tool of person profiles through: educational system, employment services, health and assistance services, welfare and social security services. DIN – Disability Italian Network has developed porpusely designed educational courses for professionals involved in al public services. Some public available websites provide some help in classification and characteristic extraction (see ).

  1. 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 (Dot. Pierini and Dott. Toccaceli) have presented the approach undertaken with a number of speech-impaired children.

The Pervasive Developmental Disorders, in their complexity, pervasiveness and persistence in the course of life, imposed to pay attention to the combination of needs and concerns expressed not only by the child or young person also by their families, by the school and health services themselves, to provide continuity and consistency in treatment programs, educational and supportive actions for their growth. Moreover there is the need to take account of the importance given to the gradually increasing “Evidence Based Medicine” even in the context of rehabilitative and psychosocial interventions.

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).

The individual programs provide a one to one relationship between the educator and the child, the weekly time commitment for each participant varies from six to ten hours in total, distributed between 3 to 4 afternoons a week. In addition to these collective moments of variable duration, such as laboratory activities or aggregation (snack, relax etc..).

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.

A structured environment is a comfortable and pleasant setting, stable and reassuring. It aims to give every child an experience of functional and predictable routines, which support socially adapted development. The structuring of the environment also facilitates educators in building and motivating real-life situations that promote the progressive adaptation of the child to the context: the educator helps him focus on the most important information for communicative exchanges and understanding of contextual indices (which make it appropriate or not a certain action at the place and time). The goal to achieve with this approach is to make children and young people with autism to experience a state of well-being that can help and support to deal with the skills to adapt to the social context and the community rules.


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.

  1. 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 representation

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

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.

3rd Meeting in Plymouth England 11-13 September 2013
Visit to Dame Hannah Rogers Trust in Ivybridge ,Devon
Presentation and tour organised by Chris Freestone.

Dame Hannah is a charitable trust, founded in 1787, concerned with developing the lives of individuals with disabilities using a holistic and person centred approach.
The trust has a School, a Children’s Home, Respite Centre , Family Support Network, Communication Assessment Centre, Young Adult provision, Outreach therapy and Educational Services, Conference and Training facilities, Adult Day and Residential Opportunities; which include outdoor pursuits centre, horticulture and animal centre, music and performance centre, arts centre, social enterprise, training/business opportunities.
One of only 3 of such providers in the UK, it has extensive provision for those with severe disabilities: that provision involves over 200 care and professional staff.


The School and the Further Education Unit is recognised by Ofsted as a leading provider of education and care for young people with disabilities in the UK.

Hannah’s House, the children’s respite home , is an outstanding provision for day and night time respite in a homely environment over 52 weeks a year.
Hannahwood is a transition project for young adults from 19-25 years old which adopts an holistic and multidisciplinary approach to ensure that the changing needs of the young adults are met. It caters for day ,residential and respite provision for young adults.
[drawn from Dame Hannah’s published material]

Our group was given an extensive tour of the Home and the Learning facilities with the opportunity to ask questions on all aspects of the provision including finances.
Generally deemed a worthwhile visit, justifying their key words of imagination, innovation and inspiration.
Visit to Conquest Equestrian Centre nr Norton Fitzwarren in Somerset
Hosted by Chantal and Kate.

Specialists in horse activities for people with disabilities.
They provide an innovative programme which supports the physical health and psychological wellbeing of the disabled community.
This a private concern which depends on patronage as well as regular customers to survive.
Their work with autism derives from their training in the ‘ Horse Boy Programme’ which is inspired by Rupert Isaacson and his experiences with his son in the United States.
As a group we were able to get some hands on experience of the therapy conducted at the Centre.
An outline slide presentation is attached.

The final morning was given over to a presentation by Jo Clay from The National Autistic Society, who is the Area Development Officer for South West England.

She was able to outline the national provision from the Society’s viewpoint with wide-ranging statistics, and was involved in the discussion of comparative provision in France and Italy.
Her Presentation slides are attached.


The afternoon provided an opportunity 1) to view and comment on the web site created by Michele Gandolfo , designed to disseminate information on materials and innovative practices around the world.
2) Review progress of Cleu and look at the way forward.
3) Deal with administrative tasks for the group.
4) Bye to Plymouth


4th Partners’ Meeting in Paris, France – March 12th to 14th 2014


  • United Kingdom: Geoff Dowson (coordinator from Tellus), Krasimira Hristova (Tellus), Chantal Bannister, Kate Heals (Conquest Equestrian Centre, specialists in horse activities for people with disabilities).


  • Italy: Riccardo Magni (coordinator of COAT), Daniela Toccaceli (autism reference centre), Silvano Baratta (MD and president of COAT Onlus), Emanuela Poeta (social worker with experience in autism), Lorella Proietti (children speech therapist), Stefania Imparati (teacher).


  • Turkey: Filiz Arik (coordinator of Kutahya Valiligi), Ayse Batik Yılmaz (teacher of special education), Soner Akova (Teacher of guidance), Sule Göktürk (teacher of guidance), Sibel Amac (parent of an autistic child).


  • France: Giedre Cibulskaité (coordinator of Eurl Aristote), Lucile Garnier (trainee, Aristote), Valérie Renault (Papotin journal working with autistics, Emile Zola school director).



Thursday, 13 March

9:30 – 12:00 Discussion with Valérie Renault and Béatrice Sauvageot at Emile Zola Primary School, Saint-Ouen.


We were welcomed by Valérie Renault, director of Emile Zola Primary School and volunteer at Papotin organization, a magazine written and edited by autistic people who interview famous personalities.

She presented how the French system provides for children with learning difficulties at school: the goal is to include to the maximum the disabled children in schools, this inclusion is helped by School Life Helpers (AVS = Auxiliaires de Vie Scolaire). In the Emile Zola School, there are two AVS but realistically, the school needs at least six, moreover the helpers haven’t got a specialized diploma, they only get a training course.


France only acknowledged speech disorders like dyslexia as a disability in 2005. Since then efforts have been made to help disabled children, yet a major part of the education falls to speech therapists and the children’s parents. Speech disorders have yet to receive enough help from the state in France.



To better understand the different methods available in France, we met Béatrice Sauvageot (Association Puissance DYS:, a speech therapist who designed a particular method to help dyslexic children with their education.

Indeed, she tends to focus on the creativity of the children and the way every child has a different way of learning: in the courses she teaches, she encourages the children to move around, to listen to music, to lie around to develop their learning potential. The theory is that since every child is different in their way of living, they are also different in their way of learning.

She explained that initially her method of working with art and creativity was met with skepticism by the French system; the latter wanted to use medication to reduce speech disorders. Her method also encourages blending the differences between dyslexic and non-dyslexic children by using a special typography: a dyslexic language. Thus, she explained that for her, using the term “dyslexia” is derogatory with the prefix “dys”, she prefers to use the term “bilexia” because in her opinion, dyslexic people use a language specific to their disability : the brain sees the words in a 3-D dimensional way. Her method is in a way an anti-method: it uses art and creativity and freedom of movement to help the children to learn.



14.00 Visit to Centre de Saint Denis Delthil (The S.E.S.S.A.D.supports children with specific language impairment (dyslexia, dysphasia etc) :

A range of therapists made themselves available to explain the French system and share their approaches, criticisms and hopes for the future.


Friday 14 March

9:30 – 11:00 Discussion with Nathalie Groh and Tatiana Auché at Emile Zola Primary School, Saint-Ouen

We welcomed Nathalie Groh and Tatiana Auché, president and administrator of the association Avenir Dysphasie France,


The association is an organization founded by volunteer parents of dysphasic children. Its goals are to form groups, to support, to propose group activities for the children; they also have a call-line to listen to people in relation to dysphasic children and to provide some form of counselling.


They have an association in every region of France, and they meet every year in Paris. They also work in close conjunction with speech therapists and they have set-up an online contact list for speech therapist for all regions. They were able to illustrate an approach that they have produced online as a language designed to help children and parents interact: based on the Makaton language system. Their main goal is to develop and disseminate this language; it incorporates the ASL and pictograms.


Their online website presents quite a lot of activities for children from recipes using the Makaton language to songs, the point being that the oral and body expressions are linked so the child can begin to understand the words used in both ways.

The discussion that followed offered an opportunity to interact and encourage exchange of experience and knowledge for all participants.

12.00 – Lunch at association “Turbulences” with Odile Dreiss.

We had lunch at the association “Turbulences” ( which employs autistic persons; they work with people with difficulties in social integration and communication disorders through theatre, voice and multimedia.


The association has forty-two employees who each have a specific role/job that reflects their capabilities and interests. The premises houses a number of workshops contained within small cabins. These cabins/workshops offer a base for a wide range of activities including graphic design, catering, sewing and performance art. The employees are engaged in fulfilling orders from local companies. Thus their jobs are protected and they have gained some autonomy and responsibility for their own lives. The partners were warmly received and given a tour of the workshops; they were able to purchase cushions or other handmade products.

Lunch was provided, cooked and served by employees of this project.


It seemed to the partners to offer a useful model to be transferred to or taken up by other countries and regions.

15:00h Coordinator workshop at Emile Zola school, Saint Ouen.


– European Shared Treasure database (LOGO, DESCRIPTION, info about UK);

– Official website (info about all meetings);

– Final product (final version of CLEU BOOK);

– Last meeting in Istanbul (date, programme);

– Final report.



5th Partners’ Meeting in Istanbul, Turkey – May 25-28th 2014



  • France: Giedre Cibulskaité (coordinator of Eurl Aristote), Lucile Garnier (trainee, Aristote), Tomas Versinskas (teacher at Eurl Aristote), Béatrice Sauvageot (speech therapist).


  • United Kingdom: Kimmo Kosunen(teacher at from Tellus), Ben Taylor (Tellus).


  •  Italy: Riccardo Magni (coordinator of COAT), Sabrina Proietti, Silvano Baratta (MD and president of COAT Onlus).


  •  Turkey: Filiz Arik (coordinator of Kutahya Valiligi).


25TH MAY Sunday


26 th May Monday

10:00-12:00 Final meeting –Discussion of e-book

– Evaluation of the Project

– European Shared treasure;

– Final version of CLEU BOOK;

– Final report.

12:00-13:00 Lunch

14:00-17:00 Dilkon (Language and Audio Center)

Dil Konuşma İşitme Özel Eğitim Merkezi, İSTANBUL / BAHÇELİEVLER, Şirinevler Mahallesi Fetih Caddesi Fetih 3 Sokak No:2-4City Plaza 5.-6.Kat.


The speech therapy is very innovative in Turkey. Only in 2013 the first master diploma of the speech therapist.

Dilkon centre is working with groups and individuals, especially with children having speech, mental and behaviour disorders. We met the director of the centre, psychologist and speech therapist. Discussions about the differences and similarities between project’s countries. Dilkon uses cognitive behaviour therapy, music therapy, invites music teachers,

27th Tuesday


A visit to TOHUM OTIZM CENTER – (the best in Turkey in the field of autism), Merkez Mah. Sıracevizler Cad. Zülfikarlar İş Hanı No:27 Kat.1  Şişli.

IMG_0142 IMG_0145

We were welcomed by the director the centre. This private centre was found in 2003. They have school and clinic program. Funded partly by the state, families and donations. Autism centre has 24 children in school program, 102 children in the clinic programme. Their methods: creative learning, pictures, modeling based on psychological diagnosis, musical therapy: piano, dance, performance at the end of the year. Tohum uses ipads applications.

12:30-13:30 Lunch


A visit to DILGEM– a center for language and speech, Yeni Mah. Abdülhalik Renda Cad. Tevfik Bey Apt. No:18 Daire: 4-5, Pendik İSTANBUL 34890 TÜRKİYE.


Dilgem centre’s director explained us that their centre is psychological counselling, special education and speech therapy. 250 patients under 17 years old and staff is composed of 10 persons.

28th Wednesday


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