In March 2020 all schools in Italy were closed due to the Covid‐19 pandemic, and the novelty of distance learning was introduced. During the 2020–2021 school year, pre‐primary and primary schooling was carried out in situ, while secondary education was re‐organized into a mixed system, with students spending 50% of their time attending classes from home, in distance learning. This reconfiguration was a challenge to students, teachers, and parents, affecting the learning experience of the most vulnerable students and students with disabilities, particularly. It necessarily brought into question Italy’s “progressive” legal framework for “school inclusion.” The scope of the present article is to analyze the teaching activities carried out with students with disabilities in Italy during the first wave of the emergency lockdown and their consequent challenges for school inclusiveness. An overview of the Italian inclusive model in education and the national measures adopted to guarantee the right to education during times of school closure/restriction is outlined. We have sought to test the hypothesis that distance learning may introduce many risks for inclusion (resulting in a “downgrading inclusion,” that is, a decline of the level of inclusion already reached for students with disabilities), but it may also present an improvement in how teachers address these students and their needs. To this end, after reporting data from the available studies on this target, we provide insights from a web questionnaire submitted to a non‐probabilistic sample of nearly 150 primary and (lower and upper) secondary school teachers. Results showcase that, though with a general worsening of school inclusion, in some cases, teachers were actually able to support students with disabilities and their families in a new, customized, empathetic, and more attentive manner.

中文翻译：

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残疾学生的融入：Covid-19 大流行期间意大利教师面临的挑战

2020 年 3 月，意大利的所有学校都因 Covid-19 大流行而关闭，并引入了远程学习的新颖性。在 2020-2021 学年，学前教育和小学教育在原地进行，而中学教育被重组为混合系统，学生将 50% 的时间花在远程学习上。这种重新配置对学生、教师和家长来说是一个挑战，尤其会影响最弱势学生和残疾学生的学习体验。它必然对意大利“学校包容”的“进步”法律框架提出质疑。” 本文的范围是分析在第一波紧急封锁期间在意大利与残疾学生开展的教学活动及其对学校包容性的挑战。概述了意大利的包容性教育模式以及在学校停课/限制期间为保障受教育权而采取的国家措施。我们试图检验远程学习可能会带来许多包容风险的假设（导致“降低包容性”，即残疾学生已经达到的包容水平下降），但它也可能带来改善教师如何解决这些学生及其需求。为此，在报告了有关该目标的现有研究的数据后，我们从提交给近 150 名小学和（初中和高中）教师的非概率样本的网络问卷中提供见解。结果表明，尽管学校包容性普遍恶化，但在某些情况下，教师实际上能够以一种新的、定制的、善解人意的、更专注的方式来支持残疾学生及其家人。