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Assouline, S. G., Blando, C. A., Croft, L. J., Baldus, C. M., & Colangelo, N. (2023). Promoting Excellence: Acceleration through Enrichment. In J. S. Renzulli, E. J. Gubbins, K. S. McMillen, R. D. Eckert, & C A. Little (Eds.), Systems and Models for Developing Programs for the Gifted and Talented (2nd ed., 1-15). Routledge.
https://doi.org/10.4324/9781003419426-1

has been cited by the following article:

• TITLE: Accelerated Learning for Gifted Students: A Systematic Review

  AUTHORS: Ilyah Abd Aziz

  KEYWORDS: Gifted Student, Accelerated Learning, Social-Emotional

  JOURNAL NAME: Creative Education, Vol.17 No.2, February 4, 2026

  ABSTRACT: This Systematic Literature Review (SLR) explores the benefits of accelerated learning for gifted students, emphasizing its impact on cognitive, academic, and social-emotional outcomes. Accelerated learning programs, designed to match educational opportunities with the advanced capabilities of gifted students, have gained prominence as effective educational interventions. Despite their growing adoption, concerns regarding their efficacy and the potential challenges faced by participants necessitate a comprehensive examination. This review systematically analyzed studies from major databases, focusing on themes such as cognitive development, academic achievement, and social-emotional well-being. Key findings indicate that accelerated programs significantly enhance cognitive abilities and academic performance, with specialized instructional models contributing to these outcomes. The conclusion highlights the significance of tailored instructional approaches and comprehensive support systems in maximizing the positive outcomes of accelerated learning for gifted students. This review provides an understanding of the benefits and limitations of acceleration, offering guidance for educators, policymakers, and researchers in the development of effective educational strategies for gifted learners.