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Where policies were identified, they often remained permissive and flexible, with especially strong explicit support for gifted education and acceleration in Alberta, British Columbia, New Brunswick, and Nova Scotia. Additional opportunities for advancement appeared through practices such as correspondence courses and mentoring, supported across jurisdictions. As special education moves toward more inclusive, less categorical approaches, intentional flexible implementation of permissive policies becomes increasingly important to meet students’ advanced learning needs.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/accelerating-gifted-students-in-canada-policies-and-possibilities/596584/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/accelerating-gifted-students-in-canada-policies-and-possibilities/596584.png","ImageObject",300,407,{"name":92,"@type":93},"Muffet","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What sources were used to gather information about gifted education acceleration in Canada?","Question",{"text":112,"@type":113},"Policy documents related to gifted education and 18 forms of accelerated learning practices were collected from all Canadian provinces and territories.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which provinces showed the strongest explicit support for gifted education and acceleration?",{"text":117,"@type":113},"Alberta, British Columbia, New Brunswick, and Nova Scotia showed the strongest explicit support for gifted education and acceleration.",{"name":119,"@type":110,"acceptedAnswer":120},"Why is flexible interpretation and implementation of permissive policies becoming more important?",{"text":121,"@type":113},"Because jurisdictions’ philosophies and documentation in special education are becoming less categorical and more inclusive, meeting the needs of students who learn faster requires intentional, flexible implementation of permissive policies.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596584,1792171903,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090768927,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Accelerating Gifted Students in Canada: Policies and Possibilities  \nLannie S. Kanevsky  \nSimon Fraser University  \nDebbie Clelland  \nAdler School of Professional Psychology, Vancouver  \nAbstract  \nPolicy documents related to gifted education and 18 forms of accelerated learning practices were collected from all Canadian provinces and territories. Where they were found, policies continue to be permissive and flexible. Explicit support for gifted education and acceleration was strongest in Alberta, British Columbia, New Brunswick, and Nova Scotia, provinces with categorical orientations to exceptional learners. Additional opportunities to advance learners also existed in these and all jurisdictions because potentially accelerative practices were supported, such as correspondence courses and mentoring. In order to address the needs of students who know more and learn more quickly than their peers, intentional, flexible interpretation, and implementation of permissive policies are becoming increasingly important as jurisdictions’philosophies and documentation in special education become less categorical and more inclusive.  \nKeywords: gifted, acceleration, policy, pacing, compacting, early entrance, grade skipping, advanced placement, International Baccalaureate, dual enrollment, telescoping.  \nCanadian Journal of Education / Revue canadienne de l’éducation 36:3 (2013)©2013 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \n[www.cje-rce.ca](www.cje-rce.ca)  \nPrécis  \nDes documents de politique concernant l’éducation des élèves doués et 18 formulaires relatifs à des programmes d’apprentissage accéléré ont été recueillis dans toutes les provinces et territoires canadiens. On a examiné le contenu de 69 documents afin de déterminer la nature et l’étendue du soutien aux services aux étudiants doués en général, ainsi qu’à l’apprentissage accéléré . Les résultats donnent un aperçu de la variabilité et la flexibilité de ces politiques dans les provinces et territoires canadiens. Des documents provenant del’Alberta, de la Colombie-Britannique, du Nouveau-Brunswick et de la Nouvelle-Écosseont démontré que ces provinces offrent le plus grand soutien catégorique aux apprenants avancés. Les formulaires de programmes d’apprentissage accéléré en fonction du contenu (p. ex., l’obtention de crédits à la suite d’un examen ou de l’enseignement accéléré d’un sujet) étaient plus souvent favorisés que ceux axés sur l’année scolaire (p. ex., le saut declasse et l’entrée précoce à la maternelle) .  \nCanadian Journal of Education / Revue canadienne de l’éducation 36:3 (2013) [www.cje-rce.ca](www.cje-rce.ca)  \nTwo of the most frequently cited characteristics of students identified as gifted are the speed of their learning and the precocious development of their abilities. These strengths create challenges for a system of education that relies heavily on chronological age to organize students and services. The many forms of educational acceleration can bring flexibility into the curriculum and can assist with placing students who are ready for more advanced content at a faster pace than their age mates in an appropriate learning environment. Acceleration is consistently identified as an essential feature of education for these highly able students (e.g., Gagné, 2007; Rogers, 2007; VanTassel-Baska & Brown, 2007), since it has a stronger body of research evidence supporting its effectiveness than anyother intervention in gifted education (National Association for Gifted Children [NAGC], 2004). As a result, it is considered a “cornerstone of exemplary gifted education practices”(NAGC, 2004, p. 1) .  \nAfter surveying all Canadian school districts, Kanevsky (2011a) reported enormous variability in the forms of acceleration permitted and practised across Canada. Her results provided insights into accelerative options at the district level, but no current information could be found regarding provincial or territorial pol","cbCait3KdBu02c1u","https://ap.wps.com/l/cbCait3KdBu02c1u","pdf",347457,43,"English","# Abstract\n## Policy scope and findings\n## Characteristics of gifted learners and acceleration\n## Canadian context and policy framework\n## Purpose of the investigation","[{\"question\":\"What sources were used to gather information about gifted education acceleration in Canada?\",\"answer\":\"Policy documents related to gifted education and 18 forms of accelerated learning practices were collected from all Canadian provinces and territories.\"},{\"question\":\"Which provinces showed the strongest explicit support for gifted education and acceleration?\",\"answer\":\"Alberta, British Columbia, New Brunswick, and Nova Scotia showed the strongest explicit support for gifted education and acceleration.\"},{\"question\":\"Why is flexible interpretation and implementation of permissive policies becoming more important?\",\"answer\":\"Because jurisdictions’ philosophies and documentation in special education are becoming less categorical and more inclusive, meeting the needs of students who learn faster requires intentional, flexible implementation of permissive policies.\"}]","Accelerating Gifted Students in Canada - Policies and Possibilities | PDF",1792083347,108]