This paper is part of the longitudinal action research project “Didattica Inclusiva Integrata” (“Integrated Inclusive Teaching”) promoted by the Provincial Institute for Educational Research and Experimentation (IPRASE). It started in the school year 2017-2018 and it is still in progress.
We offer here the results of an online questionnaire, developed within the project and promoted at national level, aimed at primary school teachers with the goal of investigating their perceptions and experiences about remote education. This situation is far from over and it is losing its connotation of an emergency measure to assume that of a “permanent necessity”.
The meaning of the research carried out by the authors is precisely to grasp and collect the experiences and perceptions of teachers in the new way of teaching by paying specific attention to a number of aspects deriving from Neurosciences and the area of learning disorders. The goal is to highlight whether there are elements that can be used to create a new pedagogical research agenda and identify them.
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