ERIC Number: EJ1091747
Record Type: Journal
Publication Date: 2014-Dec
Reference Count: N/A
Advocating for Grade-Based Acceleration
Guilbault, Keri M.
Parenting for High Potential, v4 n3 p8, 10-12 Dec 2014
Parents often struggle with the decision to accelerate their child and may worry about social and emotional issues, although research indicates positive effects on the social and emotional adjustment of carefully selected accelerants. As children's advocates, parents can work effectively with a school system to secure an appropriate academic placement that matches children's ability levels, interests, and readiness to learn. Once a parent has read the research on acceleration, considered the pros and cons, determined that their child may be a candidate for acceleration, discussed acceleration with their child, and are ready to approach the school, the following steps outlined in this article can help ensure careful consideration and successful adjustment: (1) Know your district policies; (2) Know the research; (3) Follow the chain of command; and (4) Develop a plan. This article includes a section that lists various types of acceleration and discusses the use of the "Iowa Acceleration Scales (3rd ed.)" as a tool that helps school teams make the best recommendations for gifted children based on multiple criteria, taking the "whole child" into consideration. A list of website and book resources are included.
Descriptors: Acceleration (Education), Grades (Scholastic), Academically Gifted, Advocacy, Parent Participation, Guidelines, Aptitude Tests, School Policy, Educational Planning, Parent School Relationship
National Association for Gifted Children. 1331 H Street NW Suite 1001, Washington, DC 20005. Tel: 202-785-4268; Fax: 202-785-4248; e-mail: firstname.lastname@example.org; Web site: http://www.nagc.org/php.aspx
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A