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Educators indicated that children need to be better informed about intellectual and learning disabilities. Limitations and implications are discussed.

Grade-based acceleration is when high-ability children progress through school at a rate faster than typical by being placed with older classmates. This educational practice can help meet the learning needs of high-ability children. In this study, 56 parents of high-ability children who underwent grade-based acceleration in Australian schools shared their experiences through an online questionnaire. We posed the following research question: "What are the experiences of parents whose children accelerate into classes with older classmates?" Our findings revealed that parents perceived successful academic, social, and emotional outcomes of acceleration for their children. However, parents encountered some resistance towards acceleration among teachers, which may have interfered with the availability of accelerative options. For some parents, illinformed attitudes among other adults placed a strain on parents' social relationships. Parents also described their accelerated children's educational needs, which were not universally met within their respective schools. Practical implications for parents and teachers considering acceleration are discussed.

Research shows that carefully planned acceleration offers academic benefits with little social or emotional risk to high-ability learners. However, acceleration is underutilized and little is known about students' motivations to accelerate. In this study, 21 high-ability high school students in Grades 11 and 12 took part in a structured conceptualization exercise that revealed why they chose to concurrently enroll in university courses. Participants brainstormed responses to a focus prompt, then structured the data by sorting and rating their responses. The structured data were analyzed using multidimensional scaling and hierarchical cluster analysis to produce a cluster map of participants' motivations. In order of importance, key concepts included (a) university preparation, (b) demonstrating initiative, (c) getting ahead, (d) love of learning, (e) self-fulfillment, (f) seeking challenge, and (g) socializing. The key concepts were examined within a self-determination theory framework. Study findings provide a deeper understanding of high-achieving students' views on concurrent enrollment. Educational and research implications are discussed.

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