Enhancing Home Education in Italian Context: Teachers’ Perception of a Hybrid Inclusive Classroom
Homebound Education in Italy is based on one-to-one teaching conducted by teachers who visit the sick student at home. This modality does not include interactions between homebound students and classmates, thus inhibiting the educational aspect of peer relationships. With the outbreak of the COVID-1...
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| Format: | Article |
| Language: | English |
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MDPI AG
2022-08-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/12/8/563 |
| _version_ | 1797410582892118016 |
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| author | Vincenza Benigno Giovanni Paolo Caruso Francesca Maria Dagnino Edoardo Dalla Mutta Chiara Fante |
| author_facet | Vincenza Benigno Giovanni Paolo Caruso Francesca Maria Dagnino Edoardo Dalla Mutta Chiara Fante |
| author_sort | Vincenza Benigno |
| collection | DOAJ |
| description | Homebound Education in Italy is based on one-to-one teaching conducted by teachers who visit the sick student at home. This modality does not include interactions between homebound students and classmates, thus inhibiting the educational aspect of peer relationships. With the outbreak of the COVID-19 pandemic and the consequent dispositions of the Ministry of Education regarding remote education and integrated digital didactic (DID), new opportunities became available for homebound students. In this research, we applied and tested in the context of homebound education a model of hybrid inclusive classroom developed in a previous project ((TRIS), addressing homebound students that could not permanently attend school and followed lessons remotely. The present study involved two homebound students affected by chronic and acute diseases. During the 2020/21 school year, the model was proposed to the two school councils (22 teachers in all) and the trial monitored; at the end of the school year, semi-structured interviews were conducted with teachers and transcriptions analyzed using a deductive approach based on the model. Results confirm some findings of the TRIS project, while new aspects emerged linked to the specific context. Overall, the implemented hybrid classroom seems to have positively affected both the learnings and students’ inclusion. |
| first_indexed | 2024-03-09T04:32:17Z |
| format | Article |
| id | doaj.art-c7f8e578fe1543e49c2f79ad16a9aecb |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-09T04:32:17Z |
| publishDate | 2022-08-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-c7f8e578fe1543e49c2f79ad16a9aecb2023-12-03T13:33:56ZengMDPI AGEducation Sciences2227-71022022-08-0112856310.3390/educsci12080563Enhancing Home Education in Italian Context: Teachers’ Perception of a Hybrid Inclusive ClassroomVincenza Benigno0Giovanni Paolo Caruso1Francesca Maria Dagnino2Edoardo Dalla Mutta3Chiara Fante4Istituto per le Tecnologie Didattiche, CNR, Via De Marini 6, 16149 Genova, ItalyIstituto per le Tecnologie Didattiche, CNR, Via De Marini 6, 16149 Genova, ItalyIstituto per le Tecnologie Didattiche, CNR, Via De Marini 6, 16149 Genova, ItalyIstituto per le Tecnologie Didattiche, CNR, Via De Marini 6, 16149 Genova, ItalyIstituto per le Tecnologie Didattiche, CNR, Via De Marini 6, 16149 Genova, ItalyHomebound Education in Italy is based on one-to-one teaching conducted by teachers who visit the sick student at home. This modality does not include interactions between homebound students and classmates, thus inhibiting the educational aspect of peer relationships. With the outbreak of the COVID-19 pandemic and the consequent dispositions of the Ministry of Education regarding remote education and integrated digital didactic (DID), new opportunities became available for homebound students. In this research, we applied and tested in the context of homebound education a model of hybrid inclusive classroom developed in a previous project ((TRIS), addressing homebound students that could not permanently attend school and followed lessons remotely. The present study involved two homebound students affected by chronic and acute diseases. During the 2020/21 school year, the model was proposed to the two school councils (22 teachers in all) and the trial monitored; at the end of the school year, semi-structured interviews were conducted with teachers and transcriptions analyzed using a deductive approach based on the model. Results confirm some findings of the TRIS project, while new aspects emerged linked to the specific context. Overall, the implemented hybrid classroom seems to have positively affected both the learnings and students’ inclusion.https://www.mdpi.com/2227-7102/12/8/563home educationICTshybrid inclusive classroomchronic illnessCOVID-19teachers |
| spellingShingle | Vincenza Benigno Giovanni Paolo Caruso Francesca Maria Dagnino Edoardo Dalla Mutta Chiara Fante Enhancing Home Education in Italian Context: Teachers’ Perception of a Hybrid Inclusive Classroom Education Sciences home education ICTs hybrid inclusive classroom chronic illness COVID-19 teachers |
| title | Enhancing Home Education in Italian Context: Teachers’ Perception of a Hybrid Inclusive Classroom |
| title_full | Enhancing Home Education in Italian Context: Teachers’ Perception of a Hybrid Inclusive Classroom |
| title_fullStr | Enhancing Home Education in Italian Context: Teachers’ Perception of a Hybrid Inclusive Classroom |
| title_full_unstemmed | Enhancing Home Education in Italian Context: Teachers’ Perception of a Hybrid Inclusive Classroom |
| title_short | Enhancing Home Education in Italian Context: Teachers’ Perception of a Hybrid Inclusive Classroom |
| title_sort | enhancing home education in italian context teachers perception of a hybrid inclusive classroom |
| topic | home education ICTs hybrid inclusive classroom chronic illness COVID-19 teachers |
| url | https://www.mdpi.com/2227-7102/12/8/563 |
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