Main Article Content
Hybrid Learning Spaces represent an innovative solution for inclusive education aimed at students with chronic illness. The goal of the TRIS project was the implementation of methodological approaches and technological settings to support an "inclusive hybrid class" for homebound pupils. This study presents the results reached by qualitative analyses of the interviews conducted with teachers and students involved in the experimentation. The aim of this paper is to report and discuss the elements necessary to support the new hybrid classroom.
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