The National Association of Gifted Children (2010) reported that some argue that acceleration can be harmful to students' self-concept, ability to fit in with older peers, or other social-emotional needs.
In conclusion, the decision to accelerate gifted students comes with both advantages and disadvantages. It provides academic advancement, intellectual stimulation, and enhanced learning opportunities, but it may also lead to potential isolation, impact on self-esteem, and lack of challenge in regular classes.
Decades of research have provided evidence that acceleration has positive effects for gifted students both in the cognitive (academic) and affective (social and emotional) realms.
Without understanding and support, gifted kids face an increased risk of anxiety, depression, and low self-esteem, along with social and academic problems. Currently, experts estimate that up to 1 in 50 gifted kids drop out of school, while many more fail to live up to their full academic potential.
Subject acceleration can be appropriate for a high-ability student who isn't recommended for whole-grade acceleration, exhibits an uneven academic profile with an extreme strength area, or has already skipped a grade but needs additional challenge in one area.
Grade-accelerated students generally outperform their chronologically older classmates academically, and both groups show approximately equal levels of social and emotional adjustment.
Gifted does not connote good or better; it is a term that allows students to be identified for services that meet their unique learning needs. Myth #5: "Acceleration Placement Options are Socially Harmful for Gifted Students."
In addition to pressures from academic and family expectations, students who are gifted may struggle in school because of social issues. Some of the issues these students can face in school include: Embarrassment for being different or standing out. Bullying from peers due to their intelligence or differences.
Because it's so prevalent in most sports, it should be a top training priority. Acceleration is how fast an athlete can increase his or her speed. Being able to accelerate quickly greatly aids athletes because it allows them to get into more favorable positions in their sport.
Acceleration, in the world of gifted education, refers to any means of matching the child's ability and level of motivation with advanced content. Different options for acceleration include grade skipping, subject acceleration, and curriculum compacting.
Acceleration just means moving more quickly through the stages of the curriculum. So, if during a typical year, a typical student would do levels one through three of a subject, gifted kids would get through four levels, and end the year ahead of their age peers.
Thus, speeding up a car is an example of positive acceleration and slowing down a moving vehicle is an example of negative acceleration.
Acceleration due to gravity is generally considered to be negative because the force of gravity pulls in the downward direction. The frame of reference from Earth's surface most often used in physics has the sky in the upward direction and the ground in the downward direction.
A poor fuel delivery drains out the power of the engine resulting in poor acceleration. Fuel filter - A dirty or clogged fuel filter affects the fuel supply to the engine and thus the engine has low power causing poor acceleration. Other parts of the fuel system are the fuel injector and fuel pump.
Gifted children are challenging to parent in many ways. The more gifted the child, the more often it seems the more the parent is frustrated with the discrepancy of someone able to do school several levels above age level but unable to remember to take their finished work to school.
Gifted children often set very high standards for themselves and get frustrated when they can't meet them. This can sometimes result in tantrums and other difficult behaviour. It's great for your child to work towards high standards. But your child needs to understand that they can't have high standards for everything.
Most people use terms like “bright,” “gifted,” “exceptional,” “remarkable,” and “talented” interchangeably, but when a psychologist uses the term “gifted,” we're usually talking about something that is statistically quite rare. About 3 to 5 out of every 100 children could be considered gifted.
Although IQ represents only a partial expression of giftedness, according to a purely psychometric view, giftedness is defined by an IQ of 130 or higher, placing gifted individuals at least two standard deviations above the population mean.
Since gifted students can often interpret, predict, and analyze mathematical situations and problems better and faster than their teachers, a significantly different instructional approach may be necessary.
Gifted children appear to be especially susceptible to a type of depression called “existential.” Existential depression occurs when a child (or adult, for that matter) confronts the big issues of life like death, freedom, isolation and the meaning of life. It is sometimes called “what's the point” depression.
Academic and Psychological Effects
The study followed a set of gifted children for 40 years and found that the kids who skipped grades had noticeably better academic performance into adulthood than students with similar aptitude who didn't skip grades.
Skipping a grade is a solution for academically-gifted students who feel unchallenged by their current grade level's curriculum. Many times they've already mastered the skills and concepts other students are just beginning to grasp. Students most often skip only one grade.
Harsh or hard acceleration occurs when a driver uses more power than necessary to pull off from a dead stop. This action can indicate distracted or aggressive driving which leads to increased tire wear, a variety of maintenance issues, and sometimes, costly insurance claims.