Is Acceleration Model for Gifted Students Still Relevant? — Based on Interviews with the Special Class for the Gifted Young of USTC

Acceleration model, a tailored approach for gifted children, enables them to complete traditional curricula faster or at a younger age. Despite research support, its implementation remains contentious. The study interviewed 16 students from the Special Class for the Gifted Young (SCGY) at USTC before using grounded theory to analyze their motivations. We compared the result with the research evidence of the US, and it shows that gifted students prefer early advancement to higher education levels, reducing redundant learning and focusing on science for human well-being. The 47-year gifted education program has evolved from early identification to multiple reserves, integrating acceleration and enrichment. It offers a paradigm for the acceleration of gifted students and evidence for the formulation of the policy for differentiated instruction. Keywords: Gifted Education; Acceleration Model; Integration of Acceleration and Enrichment; Grounded Theory