Questions Pertaining to Giftedness

When Should One Be Cautious About Acceleration?

If the child under consideration for acceleration is physically or emotionally immature, is pushed into the process by adults, or receives constant negative feedback at school from peers or educators, problems could occur. It helps if teachers and administrators are supportive, and fellow students are at least tolerant and preferably friendly. If the school accelerates students routinely so that an accelerated youngster does not stand out as peculiar, and moreover, has a small support group of similar youngsters, then chances for an easy adjustment increase. A child who has been accelerated may find that he or she is no longer the best in the class because the peer group is older and more experienced. Both parents and the child should be ready for this. Parents should be supportive, but never put undue pressure on the gifted and talented child to perform- certainly not when he or she is adjusting both socially and academically to a new environment.

The majority of studies have shown that children who have been educationally accelerated do not suffer academically. Their grades are higher than those of their peers who chose not to accelerate, and compare favorably with those of older students in their classes. Accelerated students also report heightened interest in and enthusiasm for school.

But Won't There Be Gaps in the Child's Knowledge?

If children skip one or more grades, they may occasionally encounter unfamiliar material from the skipped grade. Therefore, arrangements should be made in advance with teachers to allow the children to cover any such material without penalty as it is encountered. Because there is repetition in normal curricula, such gaps occur less often than one might think and seldom present a significant problem to the gifted and talented student, who learns quickly and well.

Is Educational Acceleration Harmful to the Child Emotionally or Socially?

This is the aspect of educational acceleration that seems to worry parents and educators most. Generally speaking, children who are well-adjusted and socially at ease who accelerate report having two groups of friends-they belong to a circle of older students, but they also retain friendships with children who are the same age. Note that children naturally choose to play with children of all ages in their neighborhoods.
Children who are socially withdrawn or who have difficulty making friends may experience similar problems when placed with older children. On the other hand, there are cases in which a gifted child is more at ease socially with older children than with age-mates. This may be true more often for girls than boys. The receiving classroom teacher in an accelerated setting can be a valuable ally to the younger student, helping him or her find a niche among the older students. Remember that schools see no problem in placing "precocious" athletes with older teammates.

How Common Is Educational Acceleration in American Schools?

Educational acceleration appears to occur quite frequently. In a recent study at Johns Hopkins Center for Talented Youth, one in five mathematically talented young adolescents reported having skipped one or more grades. Moreover, the increased awareness of the needs of gifted and talented students in the last 20 years has caused a large increase in programs, in both public and private schools, to educationally advance students in specific subjects.

What Do Educators Think of the Educational Acceleration Option?

Research about acceleration consistently documents positive effects, both academically and socially, for children who have accelerated, but educators have been slow to embrace this option. Fears about social and emotional development problems for these children are common. However, people who specialize in working with gifted and talented children and teachers and parents who have had personal experience with educational acceleration tend to be more positive.

How Do Parents Know If Their Child Should Accelerate?

If children's standardized test scores, particularly achievement test scores, are many grades above level or off the charts entirely, they are good candidates for acceleration. If a child who was previously an avid student begins to complain of boredom or starts misbehaving in school, it may be an indication that he or she needs additional challenges (but remember that any child may be bored or have behavior problems). The decision to accelerate ideally should be mutual, with the child, parents, and school officials all agreeing it would serve the child well. The school psychologist or Individualized Educational Plan (IEP) committee should be consulted early in the process.

Finally, it should be noted that the decision to academically accelerate a child may be reversed at any time if it appears not to be working out academically, socially, or emotionally for the child. Adults should help children in this situation understand that the change is not a failure.

What About Acceleration in a Single Subject?

This option tends to meet with less resistance from educators than grade-skipping because children still take most classes with their age-mates, alleviating concerns about social problems. Here, continuity is crucial. Accelerating students one year, only to have them repeat the material the next, is no solution. Teachers or curriculum specialists can be helpful in determining what aspects of a subject are covered in each grade. Accelerated students may need to make special arrangements to travel to a junior high or high school, or even take a college course before high school graduation. It is important to obtain the cooperation of the school district's central authority throughout the child's educational career. Transportation problems may prove more difficult to solve than academic or social problems.

What Are the Steps in Making the Decision to Accelerate a Child?

Assuming the parents and student first agree to explore this option, parents might begin by discussing it with the school's coordinator for the gifted and talented, guidance counselor, or principal--whichever person knows the child best. The classroom teachers' opinions also should be sought. Next, the child's academic potential and social and emotional adjustment should be evaluated by a school psychologist. The final decision will probably be made by the school's IEP Committee or the principal. It is important to have the enthusiastic support and understanding of the teachers who will be working with the accelerated child, as well as commitments for continuity and coordination from school authorities.

Are There Education Programs That Focus on Acceleration?

Magnet schools for the gifted and talented, governors' high schools, and summer programs such as those offered by universities (Johns Hopkins, Duke, and Northwestern, to name a few) all make extensive use of educational acceleration. These programs offer gifted and talented students advanced courses at a much faster pace and in greater depth than is typically encountered in public comprehensive schools. The Advanced Placement Program of the College Board provides opportunities for college-level work while students are in high school, and participation in this program increases yearly. Bard College and The University of Washington have full-time college programs for younger students, and many colleges and universities offer part-time provisions. Some states have enacted policies favorable to education acceleration. A letter or phone call to the coordinator for gifted and talented education at the state department of education may be helpful to parents considering this option.

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