We are likely to have incresed opportunities for long distance learner even after this current crises is over. The NAGC Pre-K-Grade 12 Gifted Programming Standards and the Quality Matters Emergency Remote Instruction (ERI) Checklist for K-12 provide guidance on how to keep our gifted learners engaged.
While gifted individuals are no more anxious than the general population, these uncertain times can cause anxiety and worry, especially when there are fewer intellectual pursuits in a day. With school closures and social distancing, it is important to help children develop a sense of purpose that can guide them as they deal with the unknown.
Learning from home should be engaging, integrated, and result in some sort of product, not rote work packets. There are many resources available to teachers and parents to provide this kind of instruction while children are at home.
Parents worry. Parents of gifted children worry, too. Perhaps this explains the recent proliferation in my social circles of blog entries, social media posts, and articles written about the health implications of high ability children. As a parent of two children, I wanted to know if there was a connection between high ability or achievement and health. I found out there wasn't.
As gifted education experiences some educational and political hostility, perhaps it is time to consider the core values and conceptual foundations of the field.