27:T410,

Gifted support services were directly impacted by the COVID-19 shutdown in Spring 2020. This qualitative research study consisting of parents (n = 110) and gifted support teachers (n = 53) explored the impact on gifted students’ services and instruction. Utilizing surveys, open-ended response questions, and in-depth interviews, teachers and parents shared their thoughts and perceptions about challenge, enrichment, and students’ social-emotional health throughout the shutdown. Data analysis found that gifted services were directly impacted by the COVID-19 shutdown and parents and teachers shared that challenge and enrichment were lacking. However, data collected also showed that there is much potential to meet students’ academic and social-emotional needs virtually. Utilizing the data collected, a model was created to help teachers, parents, and school districts provide challenge, enrichment, and acceleration, as well as address social-emotional concerns in a virtual environment.

28:T438,

Due to the effects of a worldwide outbreak of COVID-19, as in many countries, students in Turkey started to have online education since March 2020. Factors such as their motivation and need for learning, and higher cognitive arousal would make it more difficult for gifted students to become away from schools. In this context, this research aimed to examine the experiences of gifted students during the online education process from their parents’ viewpoint. The data, obtained from 15 parents via telephone interviews, were analyzed by descriptive interpretive approach, one of the qualitative research methods. The validity and reliability of the data were ensured. According to the results, seven categories emerged: reflections on education, advantages, disadvantages, psychological impacts, solutions, observed emotions, and suggestions. The results were discussed in terms of gifted students’ characteristics, previous online education practices, and suggestions for future use of online education for gifted children after the pandemic period.

29:T443,Founded in 1981, Gifted Education International is a premier interdisciplinary journal dedicated to advancing the field of gifted education through rigorous research and innovative practices. It covers various topics related to identifying, educating, and developing gifted and talented individuals, aiming to bridge theory and practice while addressing the unique needs of learners with high potential across various cultural contexts. By publishing original research articles, reviews, and theoretical discussions, the journal fosters critical dialogue on educational methodologies, psychological perspectives, and policy implications. Through this comprehensive approach, Gifted Education International serves as a vital platform for educators, researchers, and policymakers, enhancing understanding and effectiveness in gifted education and promoting inclusive strategies that benefit all learners.Submit your manuscript today at <a href="https://mc.manuscriptcentral.com/gei">https://mc.manuscriptcentral.com/gei</a>