This recent thread brought to mind the work of Frattura & Capper.

The first book in the OP list, Leading for Social Justice: Transforming Schools for All Learners (2007), is described this way:
Originally Posted by book description
Elise A. Frattura and Colleen A. Capper present a unique, step-by-step guide for schools that incorporates a continuous accountability process to help schools avoid backsliding into poor practice. Leading Beyond Equity and Accountability addresses how to reach ELL and special needs students sometimes overlooked by NCLB practices. Each concise chapter describes typical school practices that traditionally fail to serve all students and illustrates research-based practice to help address this inequity. The authors offer ways to address the discrepancies between current practice and research and include scores of vignettes from the field.This book is ideal for school principals, directors of special education, and other district administrators involved locally in the implementation of integrated services for special education, at-risk, bilingual, and other Title I students.
. . . (emphasis added)

What appears to be missing is the knowledge that gifted pupils are often at-risk.
Due to years of being under-served.
For continuing growth and development, kids need:
1) appropriate academic challenge
2) true peers
For typical kids, these needs may be met in a general ed classroom, however for children with higher IQ/giftedness, these needs may not be met without intentional effort in providing advanced curriculum, and grouping for instruction with academic/intellectual peers. Some negatives which may occur when a child is not learning something new every day include these observations or signs that a child is not appropriately challenged.