Home School Research Articles

Children's pre-academic school readiness and home learning activities: a moderated-mediation analysis of home visiting.

The current study explores the relation between parent involvement and children's school readiness for 568 families enrolled in the Home Instruction of Preschool Youngsters (HIPPY) program in Texas. Parent involvement in children's learning is a focus of the HIPPY curriculum. In this analysis, conditional process models were run to examine the relations between children's school readiness and engagement in home learning activities, parents' education level, program language (English or Spanish), both before and after completing a year of the program. At pretest but not posttest, program language moderated the direct relation between parents' education level and children's school readiness and parents with high levels of education were more likely to engage their children in educational activities. Engagement in home learning activities was associated with school readiness regardless of parents' education level and language. These findings provide a better understanding of the variables associated with school readiness for HIPPY families, indicating the importance of home learning activities-a variable that may be more amenable to change within intervention programs. Thus, focusing on home learning activities may contribute to decreasing discrepancies in children's preparedness for school entry that are generally identified across language and parent education. Findings may have practical implications for other home visitor programs working with similar populations.

Home school at the edge of chaos during the lockdown: Social workers’ perspectives

As a response to prevent the spread of COVID-19, during the spring of 2020, home schooling replaced classroom education. From the social worker’s perspective, this paper explores how home school was organised among the social work client families and what types of resources were needed and launched to control the complexity of home schooling during the first wave of COVID-19 pandemic. The conceptual frameworks applied to theorise the self-organisation of home school and how resources were mobilised are complexity theory and social capital theory. The empirical analysis is based on digital diaries written by 33 Finnish social workers and analysed using a thematic qualitative content analysis.The findings demonstrate the intertwined combination ofsocial (social environment and communication), human (cultural, psychological andpedagogical) and physical (technological, spatial and biological) capital needed for the successful self-organising of home schooling. These capitals cannot predict the emergence of successful home schooling, nor can they function as a resource alone because self-organisation requiresinteractions between all essential dimensions. The results provide a deeper understanding for social work professionals regarding schooling and organising multidimensional support for children and their families.

7.C. Workshop: Health for all Policies: The co-benefits of intersectoral action

Abstract The objective of this roundtable discussion will be to provide the arguments and evidence for increased intersectoral action to achieve the sustainable development goals (SDGs). Country responses to the COVID-19 pandemic have demonstrated that large scale intersectoral action for health is possible- if the policy issue is of high importance and sufficiently consensual. Most countries have implemented measures preventing disease transmissions, adjusting health systems, controlling borders and mobility, redirecting the economy, and securing civil protection. To this end, heads of government and their minister of health are working closely with all other ministries, departments, and sectors including social affairs, the home office, foreign affairs, research and education, transport, agriculture, business, and state aid. The problem this panel addresses is how to keep this invaluable intersectoral work flourishing long after the COVID-19 pandemic has passed. The framework of and the commitment to the Sustainable Development Goals (SDG) offers an opportunity to reinforce action on health- but also to go beyond the Health in All Policies (HiAP) concept and towards a greater commitment to co-benefits. HiAP has introduced the idea that co-benefits from other sectors to health are valuable; however, the concept neglects the focus on co-benefits that arise from health or health systems to other sectors. Health for all Policies (HfAP) builds on HiAP in that it also Identifies co-benefits from health or health systems to other sectors. This bi-directional relationship can strengthen the case for investing in health, and emphasizes the contribution of health and health systems to societal wellbeing. In this panel, the basic question we are asking is: How can we better understand and communicate the health effects and co-benefits that intersectoral action can produce? To do this the panel draws on and makes a case for changing the argument about intersectoral action, from one focusing on health and health sector as the main beneficiary to one based on co-benefits, focusing on benefits for all sectors. It makes the case for a Health for All Policies approach, one that focuses on co-benefits between sectors. Format This will be a roundtable discussion where a brief keynote will be given on the concept of co-benefits and Health for All policies. The rest of the roundtable will be interactively facilitated and cover the economic argument for co-benefits and then, to demonstrate these co-benefits and spark audience engagement, three SDGs that speak clearly to the conferences theme of our food, our health our earth will be given the spotlight. These include: SDG 11 sustainable cities and communities, SDG 8 Decent work and economic growth and SDG 13 climate action. This workshop is based on a comprehensive study that has produced a Lancet article, a policy brief and we will be presenting the final results from our forthcoming manuscript. Key messages • The health for all policies concept can strengthen the case for investing in health and achieving the SDGs. • Intersectoral collaboration and action is key to producing co-benefits. Speakers/Panelists Scott Greer University of Michigan, Ann Arbor, USA Luigi Siciliani University of York, York, UK Michelle Falkenbach European Observatory on Health Systems and Policies, Brussels, Belgium Andrea Schmidt Austrian Public Health Institute, Vienna, Austria Roshanak Mehdipanah University of Michigan, Ann Arbor, USA

Model Pembelajaran E-Learning dalam Meningkatkan Keterampilan Menulis Teks Eksplanasi

Someone who cannot attend conventional education due to various causative factors, such as having to work (time constraints), geographical conditions (geographical constraints), long distances (distance constraints), physical conditions that are not possible (physical constraints), the capacity of conventional schools that are not possible (limited available seats), phobia of school, dropping out of school, or because they are educated through family education at home (home schoolers) it is possible to be able to keep learning, namely through e-Learning. E-learning or distance learning is expected to improve the quality of learning. This study used an experimental method by providing treatment. The class was divided into two groups, namely the experimental class with the e-learning model and the control class with conventional learning methods. In this study, researchers used a quantitative approach method. The result of this study is to find out the difference between learning with e-learning models with conventional learning.

Exploring the Advantages of Using Home-Based Learning in Malaysian during the COVID-19

Exploring the Advantages of Using Home-Based Learning in Malaysian during the COVID-19

Perceptions of parents in homeschooling and their relationship to the nature of homeschooling

The growth in homeschooling has also led to more research in the field. Yet the perception of homeschooling as one unit is wrong. Homeschooling is defined by what children do not do - they do not go to school. However, homeschooling should be treated as a large group of approaches, perceptions, and attitudes. In the past, several attempts have been made to understand differences between these approaches. In the present study, using questionnaires and in-depth interviews, we investigated two key approaches to examining these differences. Approaches that address different dimensions of home education understandings. These approaches make it possible to understand differences between families in homeschooling, both in the theoretical field and as a tool for understanding research in the field.

FRI588 Effect Of Covid-19 On Depression In Girls With Obesity And Pcos Or Type 2 Diabetes

Abstract Disclosure: D. Ebedes: None. C.J. Noar: None. J. Benson: None. S. Simon: None. L.D. Gulley: None. L.B. Shomaker: None. L. Pyle: None. M.G. Cree: Consulting Fee; Self; Pollie Inc. Grant Recipient; Self; NIH. Research Investigator; Self; Amino Corp. Objectives: Polycystic ovary syndrome (PCOS) is the most common endocrinopathy in women of reproductive age and is associated with elevated body mass index (BMI), and depression in adolescent girls. Prior to the COVID epidemic, we demonstrated elevated rates of depressive symptoms in adolescent girls with obesity suffering from PCOS or T2D. Studies examining how the mental health of this at-risk group of adolescents has changed since the start of the COVID-19 pandemic is limited. Methods: Data were collected from 70 new girls with obesity and PCOS or T2D, who presented for care in an obesity complications clinic between 6 to 18 months into the COVID epidemic (7/1/2020-6/30/2021). Patients were included if they had Center for Epidemiologic Studies-Depression (CES-D, 20 items) scores obtained within 6 months of PCOS or T2D diagnosis. A chart review was performed to collect data on demographics, physical exam findings, psychiatric care, and metabolic measures. CES-D scores ≥16, indicate elevated depression symptoms, and CES-D scores ≥24, indicate severe depression symptoms. This post COVID data was compared to already collected pre-COVID data. Data from pre vs post were compared within PCOS or T2D with a t-test or Mann Whitney U, and proportions with Chi-squared tests. Results: The pre-COVID-19 cohort included 91 girls (47 with PCOS, 44 with T2D) age 15±2 years and BMI z-scores (2.2±0.4). The post-COVID-19 cohort included 70 girls (33 with PCOS and 37 with T2D) aged 14.2±2.3 years and BMI z-scores 2.1±0.7. Pre-Covid moderate or severe depressive symptoms were observed in 30% and 23% of girls with PCOS vs 24% and 39% post-covid (p=0.306). In those with T2D, pre-COVID 18% and 14% had moderate or severe depressive symptoms, respectively, whereas post-COVID these rose to 27% and 43% (P=0.002). There was no change pre/post COVID in the mean CESD score in those with PCOS (18.8±11.6 vs 22.1±13.6; p=0.253), whereas there was a significant increase in overall CESD scores in T2D (12.9±10.6 vs 21.8±11.8; p<0.001). Dysglycemia was worse post-COVID in T2D only, HbA1c (Pre 7.25%[6.6,9.5] vs Post 8.6[7.7,11.4] p=0.006) but neither group demonstrated changes in systolic blood pressure, high density lipoprotein or alanine aminotransferase. Rates of home schooling were greatly elevated during COVID (PCOS pre 15% vs post 76% and T2D pre 5% vs post 55%). Both post-Covid groups reported high rates of loss of sports activities, social activity and friendships. Conclusions: Girls with PCOS and obesity had double the prevalence of depressive symptoms compared to youth with T2D prior to COVID. 6-18 months into the COVID epidemic, CESD scores remained unchanged in girls with PCOS, but were significantly worse in girls with T2D. Presentation: Friday, June 16, 2023

Back to School: Parental Concerns of Children with Hematological and Oncological Conditions During the COVID-19 Pandemic.

The Coronavirus Disease 2019 (COVID-19) pandemic has significantly affected the educational system. Historically, children with hematological and oncological conditions have experienced academic challenges. A retrospective chart review was conducted. Charts reviewed included children with oncology or hematology conditions, whose parents expressed educational concerns and were referred to an educational liaison in the Pediatric Hematology, Oncology, and Stem Cell Transplantation Division. The parental concerns for 102 children (M age = 10.03 ± 4.7; 59.8% male; 43.1% Latinx/Hispanic) during the first half of the 2021 to 2022 academic year were extracted. Overall, all parents reported at least one concern with the average reporting 2.24 ± 1.34 (range of 1-6 concerns). The most common general concerns regarded: Individualized Education Programs (IEP) or special education evaluations; 504 accommodations; home instruction; school enrollment. Almost half of the parents had additional concerns they specifically attributed to COVID-19. Children with hematological and oncological conditions were experiencing various needs at this time, which likely have continued implications. It is important for educators, school psychologists, and health care providers to remain cognizant of the educational needs of medically vulnerable populations. Children with hematological and oncological conditions benefit from regular evaluation of their needs, as well as proactive forms of intervention.

The theme of family and home in Maria Yakunina's dilogy "The Eight" and "Dear Rita"

The article raises the question of the principles of the relationship between adults and children in a modern children's story. In addition, the themes of home, family, and family education in the lives of teenagers are updated. The significance of this article is due to the importance of the problems posed, as well as modern and practically unexplored research material, which are the stories "The Eight" and "Dear Rita" by the modern teenage author M. Yakunina. To comprehend these aspects, the following research methods are used in the article: comparative, hermeneutic and comparative-typological methods. With the help of a systematic approach, an analytical study of the ways of socialization and self-improvement of a child in a teenage story is provided. The main result of this work is the study of different types of characters of children and adults, ways of their interaction and ways of self-realization. At the same time, the following tasks were solved: identification of key aspects of growing up and socialization of the child; analysis of the relationship between adults and children in Maria Yakunina's stories "The Eight" and "Dear Rita"; determination of the features of the development of the main storylines and the figurative system of the analyzed stories. The key topic of the article is the role of the family in the life of a teenager, the possibility of choosing a family by a child and the responsibility of both children and adults for the family as a whole and each of its members.

The Effect of COVID-19 on Family Support for Home-Schooling in Urban Areas

The objective of the study is to clarify that the family participated in COVID-19 as a home-schooling family. The sample was selected according to the geographical distribution of schools in the eastern region of Khartoum. Data was collected through a questionnaire and interviews. The most important result is that there is an increasing interest from parents to support home-schooling despite the challenges of continuing learning, such as the widening digital divide in technology, previous experience, and poor network connectivity. This research paper focused on the point of view of parents in the city of Khartoum on supporting home-schooling according to social variables related to both mother and father, and the paper concluded that parents of students in private schools are more supportive of home education. Also, most of the parents of students who support home-schooling have reached their university level of education and post-university and belong to the youth age group. Although parents emphasize the importance of home-schooling during the COVID-19 infection, there are challenges associated with providing home-schooling for their children. Doi: 10.28991/ESJ-2023-07-05-021 Full Text: PDF

Longitudinal associations between parental mathematics anxiety and attitudes and young children’s mathematics attainment

The associations between parental mathematics anxiety and attitudes and children’s mathematics attainment in early primary school were explored. Initially, parents of preschool children (Mage = 3;11 [years;months]) completed a questionnaire indexing parental mathematics anxiety and attitudes and the frequency of preschool home number experiences. The children completed mathematics assessments in their first year (n = 231, Mage = 5;2) and second year (n = 119, Mage = 6;3) of schooling and a mathematics anxiety questionnaire in their third year of schooling (n = 119, Mage = 6;7). A questionnaire indexing the frequency of primary school home number experiences was completed by 119 of the parents in their children’s second year of schooling (Mage = 6;0). All indices of parental mathematics anxiety and attitudes predicted children’s mathematics attainment in their first school year. These associations were independent of parental mathematics attainment and were not mediated by the frequency of preschool home number experiences. Furthermore, the positive association between preschool home number experiences and children’s mathematics attainment was not weaker in the context of high parental mathematics anxiety or negative parental mathematics attitudes. One index of parental mathematics attitudes predicted children’s mathematics attainment in their second school year, but this association was not significant when prior attainment was controlled. There was a stronger association between maternal mathematics anxiety and girls’ attainment versus boys’ attainment. Parental mathematics anxiety did not predict children’s mathematics anxiety. The findings suggest that children whose parents have high mathematics anxiety or negative mathematics attitudes are more likely to have lower mathematics attainment in their first year of school. However, the mechanism underpinning this association is not yet established.

Young People’s Mental Health Changes, Risk, and Resilience During the COVID-19 Pandemic

As young people's mental health difficulties increase, understanding risk and resilience factors under challenging circumstances becomes critical. To explore the outcomes of the COVID-19 pandemic on secondary school students' mental health difficulties, as well as the associations with individual, family, friendship, and school characteristics. For this cohort study, follow-up data from the My Resilience in Adolescence (MYRIAD) cluster randomized clinical trial were collected across 2 representative UK cohorts. Mainstream UK secondary schools with a strategy and structure to deliver social-emotional learning, with an appointed head teacher, and that were not rated "inadequate" in their latest official inspection were recruited. A total of 5663 schools were approached, 532 showed interest, and 84 consented. Cohort 1 included 12 schools and 864 students, and cohort 2 included 72 schools and 6386 students. COVID-19 was declared a pandemic after cohort 1 had completed all assessments (September 2018 to January 2020), but cohort 2 had not (September 2019 to June 2021). Cohort 2 was exposed to the COVID-19 pandemic, including 3 national lockdowns. Associations of individual, family, friendship, and school characteristics with students' mental health were explored. Changes in students' risk for depression (Center for Epidemiological Studies-Depression scale); social, emotional, and behavioral difficulties (Strengths and Difficulties Questionnaire); and mental well-being (Warwick-Edinburgh Mental Well-Being Scale). Of the 7250 participants included, the mean (SD) age was 13.7 (0.6) years, 3947 (55.4%) identified as female, and 5378 (73.1%) self-reported their race as White. Twelve schools and 769 of the 864 students (89.0%) in cohort 1 and 54 schools and 2958 of the 6386 students (46.3%) in cohort 2 provided data and were analyzed. Mental health difficulties increased in both cohorts but to a greater extent among students exposed to the pandemic, including for risk of depression (adjusted mean difference [AMD], 1.91; 95% CI, 1.07-2.76); social, emotional, and behavioral difficulties (AMD, 0.76; 95% CI, 0.33-1.18); and mental well-being (AMD, -2.08; 95% CI, -2.80 to -1.36). Positive school climate, high home connectedness, and having a friend during lockdown were protective factors during the pandemic. Female gender and initial low risk for mental health difficulties were associated with greater mental health deteriorations. Partial school attendance during lockdown was associated with better adjustment than no attendance when returning to school. This cohort study of secondary school students demonstrated that to promote mental health and adjustment, policy interventions should foster home connectedness, peer friendship, and school climate; avoid full school closures; and consider individual differences.

Enhancing Character Education in the New Normal Era through Academic Guidance and Outdoor Learning Methods in Malanggaten Village

Purpose: This research addresses the educational implications of the Covid-19 pandemic, specifically the shift to remote learning. The study focuses on a community initiative providing home-based academic support to elementary students in Malanggaten Village. The significance of this research lies in understanding the challenges parents face in facilitating remote education.
 Method: Employing mixed methods, the research utilises surveys and interviews to explore students' and parents' challenges. Thematic coding and statistical analysis are applied for data interpretation.
 Practical Applications: The study offers educators, parents, and policymakers valuable insights into remote education. It suggests effective strategies for home-based learning and enhancing parental involvement, thereby improving students' academic performance.
 Conclusion: This research underscores the importance of community-driven initiatives, like home-based academic support, in addressing the challenges of remote education. It emphasises collaborative approaches among schools, parents, and communities for sustained and effective learning. This study contributes practical strategies for navigating educational challenges under unprecedented circumstances.

Enhancing Character Education in the New Normal Era through Academic Guidance and Outdoor Learning Methods in Malanggaten Village

Purpose: This research addresses the educational implications of the Covid-19 pandemic, specifically the shift to remote learning. The study focuses on a community initiative providing home-based academic support to elementary students in Malanggaten Village. The significance of this research lies in understanding the challenges parents face in facilitating remote education.
 Method: Employing mixed methods, the research utilises surveys and interviews to explore students' and parents' challenges. Thematic coding and statistical analysis are applied for data interpretation.
 Practical Applications: The study offers educators, parents, and policymakers valuable insights into remote education. It suggests effective strategies for home-based learning and enhancing parental involvement, thereby improving students' academic performance.
 Conclusion: This research underscores the importance of community-driven initiatives, like home-based academic support, in addressing the challenges of remote education. It emphasises collaborative approaches among schools, parents, and communities for sustained and effective learning. This study contributes practical strategies for navigating educational challenges under unprecedented circumstances.

Development of Biological Science Learning Modules for Class VII SMPN 21 Palu

The instructional resources employed in the educational process at SMP Negeri 21 Palu consisted of teacher’s handbooks and students’ books. Nevertheless, the efficacy of the learning process has been lacking. The students’ learning outcomes were found to be low, particularly in the field of Science, as indicated by the researchers’ observations. The results revealed that the Minimum Completeness Criteria (MCC) for Science was 65. Approximately 55% of the pupils in the class attained standard scores. The utilization of students’ textbooks necessitated the provision of explanations and a teacher’s guide. However, due to time constraints, the students’ learning process was hindered, resulting in instructors being unable to offer optimal explanations and guidance to the students. Therefore, it encompasses the development of novel instructional resources that learners may effectively utilize. One of the available options for students to utilize is the renewal of modules. Science modules have the potential to foster home-based learning among students due to the inclusion of supplementary resources, such as student guides, that facilitate the study of the module content.

Parent-Reported Child and Parent Quality of Life during COVID-19 Testing at an Australian Paediatric Hospital Outpatient Clinic: A Cross-Sectional Study.

Globally, we have seen a drop in adult and child quality of life (QOL) during the COVID-19 pandemic. However, little is known about adult or child QOL during the height of the pandemic in Australia and the impact of government-imposed restrictions, specifically attending school on-site versus home schooling. Our study aimed to establish if QOL in children and parents presenting to a Respiratory Infection Clinic in Victoria, Australia, for COVID-19 PCR testing differed from pre-pandemic population norms. We also explored whether on-site versus home schooling further impacted QOL. Following the child's test and prior to receiving results, consenting parents of children aged 6 to 17 years old completed the Child Health Utility 9 Dimension (CHU9D) instrument on their child's behalf. Parents of children aged birth to five years completed the EuroQOL 5-Dimension 5-Level (EQ-5D-5L) instrument on their own behalf (cross-sectional study). Data analyses utilised quantile regression, adjusting for the child's age, COVID-19 symptoms, gender and chronic health conditions. From July 2020 to November 2021, 2025 parents completed the CHU9D; the mean age for children was 8.41 years (±3.63 SD), and 48.4 per cent were female (n = 980/2025). In the same time period, 5751 parents completed the EQ-5D-5L; the mean age for children was 2.78 years (±1.74 SD), and 52.2 per cent were female (n = 3002/5751). Results showed that QOL scores were lower than pre-pandemic norms for 68 per cent of the CHU9D group and 60 per cent of the EQ-5D-5L group. Comparing periods of on-site to home schooling, there was no difference between the median QOL scores for both CHU9D (0.017, 95% CI -0.05 to 0.01) and EQ-5D-5L (0.000, 95% CI -0.002 to 0.002). Our large-scale study found that while QOL was reduced for children and parents at the point of COVID-19 testing during the pandemic, differing levels of government-imposed restrictions did not further impact QOL. These unique insights will inform decision-making in relation to COVID-19 and future pandemics.

The dilemma of home-based learning and teaching (PdPR)

This article narrates my experience as a Special Education Teacher in Perak, Malaysia throughout the period of Home-based Teaching and Learning (PdPR). I faced dilemmas involving parents as facilitators and intermediaries in helping to assess their children’s skills and tasks. I realised that good and continuous communication as well as maintaining positive relationships among pupils, parents, and teachers are very important in implementing meaningful PdPR. In addition, the preparation of a PdPR manual for parents is essential, and they need to be consulted about their roles and responsibilities when helping to complete their children’s assignments at home. This experience can serve as a lesson for teachers implementing PdPR and when giving homework assignments to pupils in the future. Abstrak Nukilan ini menceritakan pengalaman saya sebagai Guru Pendidikan Khas sepanjang tempoh pengajaran dan pembelajaran di rumah (PdPR) yang lalu. Saya menghadapi dilema semasa melibatkan ibu bapa sebagai fasilitator dan pemudah cara bagi membantu saya untuk membuat penilaian tugasan kemahiran pembuatan roti anak mereka. Saya menyedari bahawa komunikasi yang baik dan berterusan serta menjaga hubungan sesama murid, ibu bapa, dan guru amat penting bagi menjayakan PdPR yang bermakna. Selain itu, penyediaan manual PdPR kepada ibu bapa juga amat mustahak serta mereka perlu dirunding tentang peranan dan tanggungjawab untuk membantu menyempurnakan tugasan anak-anak di rumah. Pengalaman ini boleh dijadikan sebagai pengajaran untuk guru bagi melaksanakan PdPR pada masa hadapan dan semasa memberikan tugasan kerja rumah untuk murid.

Conception of a Native Connection of Data Gloves with Haptic Feedback to an Augmented Reality-Headset with a planned evaluation in a medical use case

Abstract The integration of data gloves into Augmented Reality (AR) applications for medical training increases immersion and realism. By using devices with haptic feedback, better and more intuitive control can be achieved. This has implications for learning and exam preparation, but also enables new home-based learning and independence from physical models and presence. Smooth integration and connection of devices is essential for this purpose. This work aims to demonstrate native integration between an augmented reality headset, and a pair of data gloves. In the future, the use of AR and data gloves in medicine will continue to grow and technological advances will create even more realistic and immersive learning opportunities. The study will evaluate if the SkillsLab+ AR application and haptic feedback provide value to medical training and if they can be used effectively in medical education. The implementation shows promise, and the technology may have a future in other areas as well.

EDUCATIONAL TRAVELS AS A PHENOMENON OF THE EARLY MODERN AGE (ON THE EXAMPLE OF STORIES OF EDUCATION ABROAD OF THE DESCENDANTS OF POLISH NOBLY FAMILIES OF THE RIGHT BANK OF UKRAINE IN THE XVI-XVIII CENTURIES)

The article highlights one of the newest forms of education in the mentioned period in the Polish-Lithuanian Commonwealth, namely educational journeys. These journeys became an important part of the educational program for the noble youth. Peregrination did not involve studying in a specific educational institution. The journey often took place parallel to institutional education or even without it. Besides knowledge, these journeys expanded cognitive horizons, social capital was accumulated, and contacts with representatives of the European elite were established. It is noteworthy that this expensive event contributed to preparing the nobles for future political careers.
 The educational component of life in the Polish-Lithuanian Commonwealth of the XVI-XVIII centuries, which included some Ukrainian lands, had its own hierarchy. Its first degree was home education. Gradually, parents and the younger generation began to get used to the idea of upcoming separation. After the young nobleman began to attend an educational institution (the nearest geographically Jesuit collegium, taking into account the confessional peculiarity of the territory), the family mentally prepared for a new step – a trip to Europe to get education and acquire practical skills.
 The author also noted that the most extensive academic travels are represented in parental instructions. As a result, it became possible to present certain peculiarities of European society's development. It is mentioned that this issue is scarcely covered in Ukrainian history of pedagogy. Instead, it has attracted and continues to attract lively interest among Polish researchers.

The Lived Experiences of Applied Behaviour Analysis (ABA) Therapists Implementing Teletherapy to Children with Autism in Autism Recovery Network Singapore

The COVID-19 pandemic has presented challenges in teletherapy for Behaviour Therapists, especially in implementing home education for children with special needs. These challenges require addressing strategies, accommodations, internet connections, and gadgets to ensure effective e-learning for children with special needs. Continuous assessment and teaching methods for children with autism are essential during the pandemic. Parents should support their mental health, as it is crucial for their well-being. Further research is needed to provide evidence-based data for schools, therapists, teachers, and parents.