English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Tools annual

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Presents the access of premium content as premium feature

Premium Content

Global: Zendy Plus annual

Global: Zendy Free Plan

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.

‘The road less travelled’: grade-level acceleration in inclusive schools