“Primarily, teachers and many parents are concerned that placing a gifted child in such a setting will not prepare him to interact well with children of other ability levels…In truth, ability grouping is more likely to make the gifted child more aware that there are other children as bright or brighter than he is. Furthermore, because his cognitive needs are being met consistently, the gifted child may then be more willing to interact socially with children of all ability levels in extracurricular activities outside of school.
The greatest deterrent to [a self-contained program], however, may be practical rather than philosophical. There are not many full-time gifted programs around, and programs that do exist have long waiting lists for entrance. If you are fortunate enough to have such an option available in your locale, you may wish to put your child on the waiting list. The academic and motivational benefits alone may make it worthwhile. It is also likely that your child will form meaningful friendships with others of similar interests and abilities–relationships that may last a lifetime. If your child does attend a full-time gifted program, however, it will be important to provide experiences outside of school that allow him to interact freely with others of varying abilities, whether in sports, music, or arts groups, in community and religious organizations, through work experiences, or in community and neighborhood projects.”
p.214-15, Re-forming Gifted Education