Educational measurement for acceleration

1. Acceleration
as an
Educational
Measure

2. Contents
What is
acceleration?
01
02
03
Introduction
References

3. Introduction
01

4. Gifted students need educational
attention
Before we begin to talk about the educational measures that we can carry out with gifted students, it is
important to mention the following:
In the case of Spain, since the implementation of the LOE (Organic Law of Education) in
2006, gifted students are considered students with specific educational support needs
(ACNEAE) and this has continued to be contemplated in subsequent educational laws
There is a mistaken belief that gifted students with high abilities do not require specialized
support because they are self-taught or "smarter" learners
Sometimes we find that these students do not receive the educational support to which they
are entitled due to the erroneous conception that "nothing should be done" in the face of
giftedness
03
01
02

5. Gifted students need educational
attention
Objective
To develop the full potential of each individual for the
benefit of society
For this reason, it is very important to understand that denying gifted students a specialized education
implies:
Infringement of the rights of the student body
01
Loss of talent for society
02

6. Gifted students need educational
attention
Educational centers must include in their
PAD (Plan of Attention to Diversity) a
protocol of measures to duly attend to
these students
PAD

7. What is
acceleration?
02

8. Acceleration: the most
controversial measure
It consists of modifying the curriculum in
terms of content and processes
(methodology, timing, etc.) while
maintaining the general objectives
Acceleration belongs to the type of
educational measures integrated within the
flexibilization of the curriculum
Acceleration Flexibilization

9. Acceleration: the most
controversial measure
Flexibilization can take many forms:
Modifying the
methodology
Modifying
competencies (by
adding or removing
some of them)
Modifying the
contents
Modifying the time to
achieve objectives
In this sense, repeating the course (contents, etc.) is also a flexibilization measure, apparently
opposed to acceleration, but which in reality shares the same objective: to adapt to the learning pace
of the students and individualize teaching
Flexibilization

10. What is
acceleration?
It is a measure of curriculum flexibilization that
consists of adjusting the curriculum to a faster
learning pace than the one considered
standard

11. Acceleration
However, contrary to what one tends
to think, acceleration is much more
than passing one or more courses and
contemplates within itself a wide
variety of options (Tourón, 2016):
Early admission: in any of the educational stages
(kindergarten, primary, secondary, high school and
university)
Skipping a grade: either one or more
Subject skipping: "skipping" content of a subject by
advancing to higher course levels
Reduction of schooling time: two courses in one or
combining subjects from two different courses to shorten
schooling time
Attendance to upper level classes: attending classes of
other courses on an occasional basis

12. Acceleration: the most
controversial measure
Thanks to this, there is a wide range of options possible between
keeping a gifted student with the conventional curriculum and
skipping a grade or two
Curricular
flexibilization
The student's learning pace at any given moment, i.e., his or her
progress, and can be adjusted throughout schooling
To be
considered...

13. Acceleration: the most
controversial measure
Adapting education to high ability students is both possible and a right
● Although it is an unpopular measure in the collective imagination for being misunderstood, it is
an optimal measure in cases of intellectual precocity in which the student is clearly well above
his or her chronological age
● In fact, in some of the previous examples, an acceleration does not necessarily imply that
the student changes class-groups, but that he or she can stay with classmates of his or her
age, but working on subjects and contents of higher grades and with an adapted
methodology

14. References
03

15. Bibliographic references
● Tourón, J. (January 8, 2016). La aceleración como estrategia educativa: modalidades
(2). Javier Tourón. Link: https://www.javiertouron.es/la-aceleracion-como-estrategia_8/

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