Do BYOD (Bring Your Own Device) technologies support inclusive virtual classrooms?

School represents the natural place of growth not only for the amount of information that it is able to convey, but even also because this it is a social place environment in which students acquire rules, habits and self-confidence, and learn to manage conflicts and to cooperate. In this situation, Web 2.0 and the creation of a virtual classroom can ensure the right to education while fulfilling the need for continuity and normality, decreasing the risk of interference with individual development, isolation and social and cognitive implosion. An experimental triennial project named TRIS (Network Technologies and Socio-educational Inclusion) is underway within this framework, aimed at experimenting innovative technological and methodological solutions for the educational inclusion of homebound students. In this paper we explore how, on the basis of a model of inclusion crossing three dimensions (technological equipment, BYOD adoption and teaching approach), an inclusive educational process was promoted before the beginning of the experimentation.