Tag Archives: acceleration

My Child is Gifted. Now What?

IEA hosts monthly Gifted Child Parent Support Group meetings throughout the school year. These meetings are intended to provide support and community in the midst of the joys and challenges of raising a gifted child. At the May 2013 meeting, IEA President Elizabeth D. Jones presented “My Child is Gifted. Now What?” This post offers a few of the many highlights from that talk.

Life-Average_or_Memorable

As the parent of a gifted child, you are on the road to an extremely adventurous – and memorable – parenting journey.

You know that your child is different, and you may or may not know why or how. You search for answers and find out that your child is gifted. But what does that mean? How do you accommodate your child’s needs now that you know what they are?

Identifying and Acknowledging Your Child’s Gifts

Because you as a parent know your child best and see your child the most, you are the most likely person to notice your child’s gifts. Parents usually notice signs of giftedness in the first five years of their child’s life. 50%-90% of parents are proficient at recognizing early intellectual advancement in their children. As children near the age of 5, the accuracy improves.

Read more of this post here!

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The Perfect Test

By Lisa Hartwig

Lisa is the mother of 3 gifted children and lives outside of San Francisco.

At my son’s kindergarten parent/teacher conference, his teacher played a game with my husband and me. She put 3 marbles on the table and asked us to close our eyes. When we opened them, we saw 2 marbles. She asked us how many she was holding in her hand. When we told her “one”, she repeated the game with 4 marbles.

Our son’s teacher told us she played this game with each student until the child no longer gave the correct answer. All the children in her class stopped at 10 marbles, except my son. She played with him until she had 20 marbles on the table. Then she stopped. She told us that he was clearly very good at math.
I left the meeting feeling proud of my son’s talent and satisfied with the teacher’s assessment. My husband wasn’t.

“Why didn’t she keep going until he gave the wrong answer?”

Read more from

Too Fast, Too Slow, Just Right – Acceleration for the Gifted Child

By Elizabeth Jones

Kyle started to read when he was two. He carried the first Harry Potter book with him to preschool and proceeded to finish the book in a week. His preschool teacher told his parents that he needed to skip kindergarten, but the school district said it was against policy and that he should start kindergarten with his age peers. Kyle started to cry every morning and would try to negotiate ways to get out of going to school. He had few friends and was extremely emotionally intense. Reading was the only thing that made him happy. Knowing that something had to change, his parents pleaded with the district to do something. They worked with experts to assess their child and to learn coping mechanisms to help him deal with his intensity. Eventually the child was offered a grade skip, but the policy was not changed and the family was told not to discuss the issue.

In an ideal world, schools would identify and address the intellectual, creative and personal needs of all children. However, large class size, lack of funds, philosophical differences, inadequate teacher training, wide variety in student abilities and a myriad of other issues prevent this from being a reality.

Many gifted children only have the option of participating in advanced extracurricular programs. While a lifeline for highly able students, these classes are held after school and on weekends, which means students remain unchallenged during the traditional academic school day.

Research is clear on how to best meet the needs of gifted and highly gifted children in school, and it involves some form of academic acceleration. Acceleration is a program, service or administrative decision that shortens a student’s time in a course of study. Schools that offer services for gifted students are usually comfortable with subject area acceleration, curriculum telescoping and compacting. These forms of differentiation are good ways for students to remain engaged in learning.

Unfortunately, many parents are met with resistance when advocating for services for their bright young children. As experts in gifted education, we continually advocate for change to ensure that all bright, curious kids have a chance to be successful. Unfortunately, lasting effective change in our schools can take years, and these brilliant floundering students need challenging and enriched learning opportunities now.

Acceleration in the form of grade skipping is most common in early years of elementary school because it is often easier to determine basic mastery of content and skills. Research has demonstrated that, with solid planning, a grade skip is a positive solution to meeting the needs of highly able students.

Grade skipping

  • Requires limited financial resources
  • Positively impacts academic progress
  • Strongly improves social adjustment
  • Results in higher self esteem

Tom Southern and Eric Jones share that high ability students who are accelerated are actually more likely to make friends with students who have similar academic interests and are more socially mature.

study published in 2001 was conducted on 320 adults who were accelerated as highly gifted children 10 years earlier. The study found that more than 70% had no regrets about the experience. Of those that reported regret, 20% indicated they wish they had been accelerated more.

In our experience, the students who have the most satisfying experiences with acceleration are those who are performing well beyond their grade level peers, have an IQ score above 140 and have demonstrated frustration with the level and pace of instruction in the classroom. We have also noted that highly able students who are self-directed, excited and focused when presented with rigorous new challenges, have multiple interests and are somewhat socially mature do extremely well with grade skipping and advancement in single subjects.

Thoughts on what schools should do to accommodate the needs of highly able youth

  1. Develop policies to address acceleration, including
    1. Criteria for grade skip, subject area acceleration and telescoping
    2. Credit or placement based upon performance
  2. Train parents and teachers on forms of acceleration and strategies for success
  3. Offer advanced placement and honor classes to student in middle school and high school
  4. Provide information on early admission to college or dual placement

It is important to continually monitor the success of student progress academically, socially and emotionally. Kyle was accelerated again in third grade and entered junior high when he was ten. He participates in advanced enrichment classes, sports and music programs after school. For now it is a good balance. He is happy and is still interested in learning.

How does your child’s school respond to the need for acceleration? Please share your experiences with us in the comment section below!

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