Enrichment and acceleration
Perhaps the two most commonly associated terms in any discussion about gifted education programmes are enrichment and acceleration.
Townsend (1996) defines these two terms as follows:
Enrichment refers to "learning activities providing depth and breadth to regular teaching according to the child's abilities and needs" (page 362). Enrichment activities are normally in addition to and different from the regular classroom activities by way of offering challenge.
Acceleration is instruction that aligns gifted and talented students' abilities and learning needs more closely to the curriculum. "In practice, acceleration occurs when children are exposed to new content at an earlier age than other children or when they cover the same content in less time" (page 361). Thus, acceleration differentiates the timing of introduction of content and/or the rate of coverage.
These two approaches are not mutually exclusive, and they best meet the needs of gifted and talented students when used together. For, as Townsend reminds us, "... it is essential... to adopt an integrated approach to the education of gifted students" (page 361).
In New Zealand, enrichment is the preferred option for meeting the needs of gifted and talented students. There are advantages and disadvantages to each approach, as illustrated in the charts below. But by blending the two, a balance of good practice in the education of gifted and talented students can be achieved.
Acceleration
Advantages
- Adequate and superior understanding of the curriculum is obtained (Kulik and Kulik, 1992).
- Behavioural and underachievement problems associated with boredom and quick mastery may be alleviated.
- Research has not confirmed parental and teacher concerns about possible negative social and emotional effects (Townsend, 1996).
- When well-planned and individualised, acceleration provides mental stimulation, opportunities to interact with like minds, and avoidance of "rust-out" (Townsend, 1996, page 363).
Disadvantages
- Students may miss out on learning some processes related to new tasks or content, creating gaps in learning.
- If acceleration simply means moving into a higher level with little or no adjustments made to teaching methods or materials, it may not adequately address individual strengths and interests.
- Some gifted and talented students may feel different or isolated if acceleration means removal from a well-established social/emotional/cultural peer group.
- Students may feel extreme pressure (real or imagined) from teachers, parents, and peers.
- Some teachers may feel uncomfortable or threatened by student abilities that outstrip their own.
Enrichment
Advantages
- Gifted and talented students, whose passions are many, can be well catered for in an enrichment programme that addresses a "repertoire of interests. and breadth of skills and strengths" (Department of Education, Victoria, 1996, page 33).
- Enrichment also allows for varied grouping with like-ability, similar-interest, and/or same-age peers.
- Schools advocating an inclusive notion of giftedness may find enrichment an appealing option in that it may sidestep both formal identification and overt labelling (Townsend, 1996).
- When planned in close association with the curriculum, enrichment avoids a fragmented learning experience by keeping gifted and talented students connected – albeit horizontally – to the general classroom activities and topics of study.
- Enrichment may curb problems associated with intellectual frustration and boredom.
Disadvantages
- Enrichment is a difficult term to define and is sometimes masked by the notions of extension, more of the same, or busy work.
- There is a common view that enrichment is good for all students, and if that is the case, we must examine whether it is then an appropriate solution to the learning needs of the gifted and talented.
- When implemented, enrichment may simply be a homogeneous solution, paying little or no attention to the needs of individual students.
- Enrichment is often provided in a patchy, one-off fashion, short in duration and lacking in "clear goals, adequate substance, and carefully planned teaching strategies" (Cox, Daniel, and Boston, 1985, cited in Townsend, 1996, page 367).
Because of the advantages and disadvantages of each approach, schools planning and implementing differentiated programmes for gifted and talented students draw upon both approaches, merging enrichment and acceleration.
To serve the range of abilities and interests of gifted and talented students, schools will probably discover that no option works on its own. Ideally, a continuum of provisions should be offered.