I'm curious about an aspect of acceleration. Neither of my children skipped a grade; my HG didn't actually read until mid-first grade, though he was subject accelerated to 4th grade math with a small cohort of classmates. The benefit of his situation was that the math teacher supported the kids in the reading aspect of the class, as they ranged from basic to chapter book readers. Starting in third grade, their math class was a separate, replacement class every day. One thing all the gifted teachers have said is that gifted children learn very differently from NTs, and they can teach more advanced material, more quickly, and more deeply/expanded. If a child is accelerated to the next grade or two up, but the classmates are neuro typical (or not, as the class can include a wide range of abilities) and the pace and depth are as dictated by the curriculum, is the child accommodated?
