Meeting the Needs of the Gifted in Rural Areas through Acceleration

The Integrated Curriculum Model (ICM)

“…Reviews of the literature on acceleration have appeared with some regularity over the last 40 years indicating that more has been written about the efficacy of accelerative practices with the gifted than about any other single educational intervention with any population (Benbow, 1991;Daurio, 1979;Gallagher, 1969;Kulik & Kulik, 1984;Reynolds, Birch, & Tuseth, 1962).…”

Exzellenz Und Equity: Neue Bildungstheoretische Perspektiven Für Ein Altes Spannungsverhältnis

“…d = 0.32). Studien von Benbow et al (1992) oder von Swiatek und Benbow (1991) (Sykes 1995). Wa¨hrend sportlichen und musischen Talenten bedingungslos applaudiert wird, haftet intellektuellem Streben oder intellektueller Fru¨hreife das Odium des Suspekten an.…”

Adult perceptions of the impact of Kentucky Education Reform Act initiatives on achievement : insights of rural gifted students.

“…Though acceleration could be an economical method for meeting the needs of gifted students that overcomes some of the logistic or access problems of other options, it appears to be used infrequently in rural areas (Benbow, Argo, & Glass, 1992;Colangelo, Assouline, & Gross, 2004;Howley, 1986). The use of the 18 different forms of acceleration has been proven effective in meeting the needs of gifted students, but those strategies are not universally available in rural settings to increase the access of rural gifted students to appropriate pacing and levels of challenge to assure continuous progress (Colangelo, Assouline, & Gross, 2004).…”

“…While parents and students indicated that they would make the same acceleration again, some parents reported that they should have made the decision to accelerate sooner. Students reported improved academic adjustment--effort and achievement-but all required (or will require) additional curriculum adjustments in the form of additional subject or grade skips, high level honors or Advanced Placement courses, or early exit from school to avoid reverting to underachievement (Benbow, Argo, & Glass, 1992).…”

“…These challenges, in combination with the unique needs of gifted students, are exacerbated for those students who may represent such a small proportion of the school population that interventions are not considered justifiable due to inconvenience and expense (Lawrence, 2009;Swanson, 1995). These factors place students who are gifted underachievers at great risk within rural school settings (Benbow, Argo, & Glass, 1992;Lawrence, 2(09).…”