Dispelling the Myths of Acceleration

Dispelling the Myths of Acceleration

In April this year Lynne Maher, president of the Tasmanian Association for the Gifted, and Jonathon Geeves, an 18 year old in his third year of a double degree in Engineering and Science at Monash University and an accelerated student, published a paper entitled, ‘Acceleration: Dispelling the Myths with Research and Reality.’
Their aim was to explore, address and debunk the numerous concerns, myths and beliefs that surround the practice of acceleration. They believe that well planned acceleration is the best way to meet the academic and social needs of gifted children.

Some of the myths they countered were academic in nature. Some are concerned that accelerated students will have gaps in their knowledge. The authors argue that gifted students are fast learners and will quickly bridge any knowledge gaps.
Others pose that acceleration is only for the exceptional. However one Canadian study found that 33% of grade 5 students performed at least one year above their grade level. If acceleration was more commonly utilised perhaps the controversy surrounding the practice would be reduced.

Many myths concerned the social and emotional outcomes of acceleration. Many teachers and parents believe that gifted children are better off socially with their own age peers and that ‘kids should be allowed to be kids’. Separating gifted students causes emotional distress in adult life when they are unable to get along with others, and pushing children will rob them of the joys of childhood. However the authors believe the opposite to be true. Gifted children thrive when they finally have older children who intellectually stimulate them. Bright children have interests in advance of their age peers, resulting in not being able to share similar play activities, and thus leading to social isolation. As for the argument that grade skipping rushes children through their childhood – acceleration is not about pushing children; it allows them to soar. Denying a bright child the right to achieve their potential may result in a bored, disinterested student who underachieves and becomes disruptive.

Finally, the authors address the administrative concerns of acceleration. Some believe that acceleration is just too much trouble, or is not worth the effort as the majority of students don’t need it. However the authors contend that acceleration is actually the easiest, most economical way of catering for gifted students. If a student is correctly accelerated, they only need a small degree of curriculum differentiation. Plus, less time at school reduces the cost to both parents and the government in school fees.
As for not catering to the small group of students requiring acceleration – we provide for other minorities such as ESL students who need special programs; we must recognise that every child has the fundamental right to an education that maximises their potential in life.

The evidence to support acceleration is both extensive and strong and we need to look beyond our unfounded fears and towards the children who will benefit.