As a parent citing
privilege allowing access to private school attendance for your DS, you may be unaware of the unfortunate realities of "inclusion" increasingly experienced by many parents/students attending public/government schools in the United States, which are largely controlled by extensive data collection and analysis of the grades or marks assigned by teachers, subsequently used by State Department of Education and others, to generate "teacher report cards," "school report cards," "district report cards," which MUST show equal outcomes among all pupils and demographic groups in the inclusive classroom (or the teacher may lose his/her/their teaching position, the school/district may lose funding).
The success factors related to inclusion / integrated education models for gifted students may be largely based on teacher skills for obtaining equal outcomes in the inclusive classroom, by means such as subjective grading practices, for example grading according to the teacher's expectations for each pupil, rather grading objectively against a uniform standard for all pupils at that grade level.
Not to risk veering off-topic by providing extensive detail, a new thread with roundups of lived experiences pertaining to achieving equal outcomes in the inclusive classroom is found
here.
