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Papers on the topic acceleration within in the school system have had two very distinct arguments There are those who believe that accelerating students enhances their psychological welfare and academic achievements On the other hand there are those who raise concerns as to whether accelerating students does negatively affect them in some dimension The aim of this paper is to give an overview of acceleration in relation to the educational setting and to discuss the impact both negative and positive that acceleration has on the lives of students I will discuss how and why students are identified as gifted and or talented and what consequences arise from this label if any The essay will then proceed to offer types of programs available for gifted and or talented students in schools This paper will focus on the various impacts acceleration has on students Some discussion will be rendered as to the effect on the parents of accelerated students My conclusions will be derived from the various arguments and research that will be presented throughout the essay From the introduction we are led to the question of what actually is acceleration Davis and Rimm 1994 state that any strategy that results in advanced placement or credit may be titled as accelerationp 106 Acceleration is the act of advancing students into grades higher than their year of enrolment allows The Board of Studies guidelines for accelerated progression 1991 define acceleration as involving the promotion of a student to a level of study beyond that which is usual for hisher age p3 Rice 1970 has also defined it as a rapid acquisition of knowledge and skills p 178 These definitions of acceleration especially the one offered by the Board of Studies closely align Harrison 1995 who describes a gifted child as One who performs or who has the ability to perform at a level significantly beyond his or her chronologically aged peers and whose
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