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Academic acceleration, which enhances challenges for academically gifted students, can be subject-based or whole-grade. Limited research has explored its application in the twice-exceptional population, where students possess notable cognitive strengths and challenges due to psychological diagnoses. Our clinical study investigates the likelihood of subject or whole-grade acceleration, considering IQ, age, and achievement differences across diagnosis types and demographics. The clinical sample of 1,189 subjects was used to explore the research questions. Subject-based acceleration is more likely for students with diagnoses of depression or anxiety, gifted program participation, or medium socioeconomic status. Males with specific learning disabilities (SLDs) are less likely to be subject-based accelerated. Whole-grade acceleration was likelier for students diagnosed with anxiety. At the same time, those with medium or low socioeconomic status, and ADHD, ASD, or SLD diagnoses, were less likely to be whole-grade accelerated.
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This chapter focuses on the remarkable research base and impact on practice of the talent search model. Researchers, educators, psychologists, and policymakers citing Pressey’s (1949) definition of acceleration typically do not include Pressey’s explanation of conventional education. However, understanding conventional or regular education is critical to a thorough understanding of the phenomenal impact of the talent search model, most of which occurs outside of the typical school setting. Pressey described “conventional or regular for an American child [is] to enter school shortly before or after his [or her] sixth birthday, to take a grade a year thereafter for twelve years, to enter college around eighteen, and graduate around twenty-two” (p. 2). In other words, Pressey’s definition of conventional education does not include acceleration. Pressey’s definitional paragraph concludes with questions salient to the topic of acceleration and the talent search model: “Whether the conventional pace and the normal ages are desirable [emphasis added] is an issue still to be determined, as is also the extent to which deviations from an established rate may be desirable for certain individuals” (p. 2). (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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The purpose of this chapter is to highlight three acceleration interventions, (a) above-level testing, (b) content acceleration in math, and, (c) Advanced Placement. Each intervention is practical in its approach and grounded in university-based partnerships. The identification process for each of the three interventions varies. However, the goal of each intervention is to address the needs of academically talented students through one or more forms of acceleration. Although we do not adhere to a single definition of gifted and talented, we regard a gifted student as an individual who is ready to learn advanced material, in more depth, at a faster rate, and earlier age than their grade cohort or their age-peers. These are students who are typically considered very high achievers, a concept that is operationalized through their performance on grade-level standardized tests. Typically, these high achievers earn scores that are near or have hit the ceiling of the grade-level test. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)
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Entre 2000 y 2026
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- 2025 (1)