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Regarding the suggestion to employ differentiated learning, following is from the newsletter on the GeniusDenied.org web site:

Q. There is a lot of talk in our district about “differentiation” for gifted students. Do you recommend it, and is it an effective strategy for serving gifted students? S.D.

A. It depends on the type of classroom differentiation being considered as an accommodation of gifted learners. A differentiated curriculum in a mixed ability classroom, containing only a few gifted students, is not a practical solution as it is not likely to serve the students or the teacher. As Joyce Van Tassel-Baska, one of the leading experts on differentiation notes, “Without grouping in some form, differentiated curriculum is difficult if not impossible to accomplish.” If the differentiated curriculum is in a classroom for gifted students whose abilities range from moderately gifted to highly gifted, differentiation can be an effective teaching tool to accommodate this range of abilities. The more homogeneous the composition of the classroom, the more successful differentiation is likely to be. Differentiation takes a great deal of teacher training and experience; we’ve also observed that certain personality types are more effective using differentiation as a teaching tool than others. Differentiation is a good concept, but difficult to execute well. We strongly encourage schools to consider other options to address the educational needs of gifted learners.