Run to where? School acceleration of children with High Skills/Giftedness

Abstract

Above-average ability, engagement with the task and creativity are characteristics of students with High Skills / Giftedness. When the school disregards the potential of these students and presents a curriculum out of context, with repetitive and little challenging activities, it is common for these students to present themselves  in boring and undisciplined manners. In this case, acceleration has been presented as a possibility of adjustment, when the students can advance in grade level reducing school duration. However, such a measure could reflect  several effects.  Brazilian legislation supports that acceleration, although there are other issues for students who      advance in their academic studies, showing that it is a temporary solution applied only in a short period of school life. In addition, alternatives to acceleration also find practical and administrative obstacles. The study indicates for teacher qualification and reducing bureaucracy in the education system.