'The Road Less Travelled': Grade-Level Acceleration in Inclusive Schools

Autor/inn/en	Dare, Lynn; Nowicki, Elizabeth
Titel	'The Road Less Travelled': Grade-Level Acceleration in Inclusive Schools
Quelle	In: International Journal of Inclusive Education, 27 (2023) 2, S.188-204 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dare, Lynn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2020.1837265
Schlagwörter	Acceleration (Education); Instructional Program Divisions; Inclusion; Adolescents; Young Adults; Educational Experience; Attitudes; Social Environment; Student Needs; Academically Gifted; Foreign Countries; Elementary Secondary Education; Canada + Suchen Sie Ihr Suchwort? Acceleration; Beschleunigung; Inklusion; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Young adult; Junger Erwachsener; Bildungserfahrung; Attitude; Einstellung; Verhalten; Soziales Umfeld; Ausland; Kanada
Abstract	Students with high academic ability have unique educational needs. Like all students with special needs, they require evidence-based interventions to develop their potential. One recommended intervention is educational acceleration; however, some educators express concerns about this intervention, often due to worries about potential social issues. Little is known about educational acceleration in inclusive schools, where social inclusion is fostered. In this phenomenological study, we describe the experiences of young people between 17 and 28 years of age, who undertook grade-level acceleration in inclusive schools. The purpose of our study was to describe the experiences of students who moved into classes with older classmates and explore their attitudes towards grade-based acceleration. We also gathered their insights on factors to consider when deciding on acceleration. Participants expressed positive opinions about access to accelerative interventions; they emphasised the need for personalised choices and thoughtful decision making. Important considerations include the school's social climate, supports available to students, and the educational needs of the individual student. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01