ABSTRACT

Italian legislation requires that all pupils with special needs be integrated in regular classes through cooperation between the class and special education teachers. After school closure in February 2020 due to the Covid-19 pandemic, teachers had to work together to arrange online inclusive activities for all the pupils in their classes. The Department of Education at the University of Genoa (Italy) designed a qualitative study aimed at investigating the factors affecting e-inclusion through a questionnaire composed of six open-ended questions. A total of 785 teachers filled out the instrument in April 2020. The responses were analysed by combining qualitative content analysis with statistical textual analysis. The findings indicate that effective e-inclusion depends on technologies, relationships with families, collaboration among teachers and online teaching strategies; in particular, teachers had to create personalised activities through asynchronous and synchronous interactive ways for students to engage in, preferably in small groups and individually.

摘要

意大利立法要求通过班级和特殊教育教师之间的合作，将所有有特殊需要的学生融入正规班级。由于 Covid-19 大流行，学校于 2020 年 2 月关闭后，教师必须共同努力，为班上的所有学生安排在线包容性活动。热那亚大学（意大利）教育系设计了一项定性研究，旨在通过由六个开放式问题组成的问卷调查影响电子包容性的因素。2020 年 4 月，共有 785 名教师填写了该工具。通过定性内容分析和统计文本分析相结合的方式对回答进行了分析。调查结果表明，有效的电子包容取决于技术、与家庭的关系、教师之间的合作和在线教学策略；特别是，教师必须通过异步和同步的互动方式来创造个性化的活动，让学生参与，最好是小组和个人参与。