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Cited by 8Education during COVID-19 pandemicOnline and Blended LearningInclusive Education and Diversity

Enhancing Home Education in Italian Context: Teachers’ Perception of a Hybrid Inclusive Classroom

Open access
Benigno, Vincenza, Caruso, Giovanni Paolo, Dagnino, Francesca Maria, Dalla Mutta, Edoardo, Fante, Chiara·2022·Education Sciences
DOI 10.3390/educsci12080563
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Abstract

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.

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  • These findings confirm European evidence of systemic disconnection and Italian research showing that pandemic-driven digital innovation did not resolve relational gaps.

    “These findings confirm European evidence of systemic disconnection [64] and Italian research showing that pandemic‐driven digital innovation did not resolve relational gaps [64, 65].”

    From Sense of School Belonging and School Reintegration for Students Hospitalized With Chronic or Complex Medical Diseases: Insights From a Grounded Theory Study (2026) · cites this paper as [65]

    The Conclusions (section 7; page unavailable) say that home education during the prolonged COVID-19 emergency maintained access to schooling but could disrupt homebound students’ ties with peers. That supports the narrower point that relational gaps persisted. The paper does not conclude that pandemic-driven digital innovation generally failed to resolve those gaps; its Abstract and Discussion instead describe the hybrid classroom’s positive effects on inclusion. (LLM, conf=0.82)

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1 of the 40 references couldn’t be matched to a known paper.

Research works printed but not linked: 2

  1. Ferraro, S. From Hospital School to Homebound Education . . . and beyond: Tackling the Challenge. IJET 2013, 21, 110-113.
  2. Benigno, V.; Chiorri, C.; Chifari, A.; Manca, S. Adattamento italiano della Intrapersonal Technology Integration Scale, uno strumento per misurare gli atteggiamenti degli insegnanti nei confronti delle TIC. G. Ital. Psicol. 2013, 4, 815-838. [CrossRef] · DOI

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Authors
Benigno, V., Caruso, G. P., Dagnino, F. M., Dalla Mutta, E., & Fante, C.
Affiliations
  • Istituto per le Tecnologie Didattiche (IT)
  • Istituto per le Tecnologie Didattiche, CNR, Via De Marini 6, 16149 Genova, Italy
Corresponding author
Benigno, Vincenza
ORCID
Venue
Education Sciences
Publisher
MDPI AG
Published
2022-08-18
Volume
12
Issue
8
Pages
563
ISSN
2227-7102 (ISSN-L)
DOI
10.3390/educsci12080563
OpenAlex
W4293790513
Cited by
8
References
40
Citations by year
2026: 3 · 2024: 2 · 2023: 3
FWCI
2.69
Type
journal article
Language
en
Open access
Licence
Locations
  • Education Sciences (publishedVersion, cc-by)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
Funders
Fondazione Compagnia di San Paolo
Topics
  • Social Sciences › Education › Education during COVID-19 pandemic
  • Social Sciences › Education › Online and Blended Learning
  • Social Sciences › Education › Inclusive Education and Diversity
Keywords
homebound students, teacher perceptions, distance education, COVID-19 pandemic, student inclusion, peer relationships, Italian education system

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