GRADE ACCELERATION FOR GIFTED STUDENTS: LEGISLATION, EVIDENCE, AND PATHWAYS TO RESPONSIBLE IMPLEMENTATION

Abstract

School acceleration for students with high abilities or giftedness is one of the most debated educational strategies—and simultaneously one met with the most resistance—within the context of inclusive education. Although international scientific literature presents robust evidence regarding the academic and socio-emotional benefits of this practice, myths persist concerning potential emotional harm, socialization difficulties, and school maladjustment resulting from academic advancement. This article aims to discuss—in light of contemporary scientific literature and recent Brazilian educational legislation—the theoretical foundations, empirical evidence, and challenges associated with the responsible implementation of school acceleration for gifted students. To this end, a narrative literature review was conducted based on national and international works regarding giftedness, school acceleration, asynchronous development, and inclusive education, alongside an analysis of recent Brazilian regulations concerning inclusive special education. Initially, contemporary conceptions of giftedness are discussed—specifically the theoretical models of Françoys Gagné and Joseph Renzulli—viewing the phenomenon as multidimensional and dependent on the interaction between potential, environment, and educational opportunities. Subsequently, scientific evidence regarding different forms of acceleration and their academic and socio-emotional impacts is presented. Finally, fundamental elements for responsible implementation are discussed, including case studies, curricular flexibility, family involvement, continuous monitoring, and the development of Individualized Educational Plans. The article concludes that school acceleration, when grounded in individualized assessment and appropriate pedagogical planning, constitutes an important strategy for ensuring the right to full development for gifted students.