The inclusive effect of hybrid classes on students with chronic illness unable to attend school regularly|L'effetto inclusivo delle classi ibride su studenti con patologia cronica impossibilitati alla normale frequenza scolastica

The "always-on" status introduces a new concept of space, known as "hybrid space", i.e. the space created by the mutual penetration of the physical and the digital spaces. This article presents the results of a research aimed at exploring the inclusive effects of a hybrid classroom attended by students with chronic illness confined to their home. In particular, the research has investigated (a) how a hybrid classroom supports the development and the maintenance of meaningful distance relationships in terms of belonging to the class group; (b) which factors can be considered favorable or unfavorable the inclusion of remote students attending a hybrid classroom. The research has highlighted the inclusive potential of the hybrid classroom, on the condition of a systematic adoption of active and collaborative learning strategies with the subsequent reorganization of the teaching-learning processes in terms of time, space and educational approaches.