School acceleration is an essential pedagogical practice for gifted students, recognized by Brazilian legislation and supported by scientific evidence. This bibliographic study analyzes acceleration as an inclusive strategy, exploring its benefits in academic engagement, emotional well-being and social development, while facing cultural and institutional resistance, such as confusion with reclassification and the lack of teaching training. Giftedness, recognized as neurodivergence, goes beyond academic performance or high IQ, encompassing often neglected emotional, cognitive and social aspects. Although assured by the National Education Guidelines and Bases Law (LDB) and the Child and Adolescent Statute (ECA), the implementation of school acceleration demands more robust public policies. It is concluded that it is a fundamental educational right to promote truly inclusive education, recommending expanded research and greater teacher training.