Its hard to take these assertions seriously while they are so vague, especially as they seem to be respins of the idea that education, and higher education in particular, is taking liberalism/anti-racism/feminism "too far".
My understanding is that you're saying there is a causal link between admission programs being shutdown and CRT/I, and that the particular aspect of CRT/I that causes this is an insistence on equal outcomes across social groups. I'd be interested to first establish what the actual statistics are wrt gifted and talented student programs - are the closing faster than they opening? Are they shrinking or expanding? Where approaches have changed, are the outcomes definitely worse? etc.
Does this mean we are discounting material possibilities, such as just not having enough money or changing demands/restrictions on expenditure? Accelerated programs sound a lot like arts programs - easy to cut with minimal blowback. Are we also discounting that providing fair access to accelerated programs turned out to be far more complicated than we originally thought and that the choice has been to cut rather than spend money on extra tests and more qualified staff? CRT/I [aren't the only academic source](https://sci-hub.tw/10.1080/02783190609554382) of critique these programs receive.
I'd also contest your definition of equity in CRT/I as an overriding principle ('equality of outcomes by whatever means available' and implicitly, regardless of the consequences). CRT/I uses the principle of equity - that outcomes should be proportionate across social groups and that unequal outcomes must be accounted for. The vast majority of CRT/I scholarship explicitly focuses on 'leveling-up' outcomes, and where this focus is not explicit it is normally implicit (in that the paper would not otherwise make much sense, or the prospect of reducing everyone's outcomes to the lowest common denominator is a rhetorical tool).
‘people from oppressed classes have a truth unto themselves that cannot be taught but must be respected, and all opposing viewpoints must be shut down’: This is a misreading of CRT/I, and one that I suggest highlights its value. CRT/I asserts that everybody has a point of view and way of seeing the world that is affected by their various interlocking identities and experience. There are plenty of aspects of life were we generally accept the necessity and uniqueness of experience as a kind of knowledge - jobs, parenting, relationships, etc. Why should race, gender or class be different? However I'd argue that this assertion gets us closer to the truth. Accounting for bias in science and acknowledging how fundamental it is to people and instruments gets us better science, not worse, even if its harder. "all opposing viewpoints must be shutdown", seems to be a strawman: No reading of CRT/I demands this, in fact most of the literature consists of patient, often quantitative, critiques of systems (law, education, science, public health, etc). So if anything, CRT/I furthers the ideals you see it as threatening.