My dd is 3 years accelerated in math. I expect the teacher to treat her the same as the other kids in her math class but I also expect her to do the same work as the kids in her math class.
I'm generally in agreement with "treat them the same," but with an "almost" inserted in there for sanity's sake.
While our son was doing the school's math curriculum, I received authorization to trim the math homework -- at my discretion -- based on son's mastery. He simply does not need thirty bazillion practice problems to learn the majority of concepts presented.
Similarly, for spelling we requested that he not be required to do the 5-times-each as that was just total drudgery and drove him positively nuts.
With writing assignments, we asked that he be allowed to type is work, as he was struggling quite a bit with the bottleneck at the tip of his pencil. Once he started typing, his quality and quantity increased at least five-fold.
You can find articles from Ruf, Karen Rogers, Sarah Robbins where they really stress the fact that the gifties do not need the same extent of repetition, and that too much can even be counter-productive.
