Some cities have excellent schools and some cities have awful schools and the same for suburbs.
To make my own lazy shorthand, would you consider it significantly harmful if a gifted child is placed in a classroom where everyone else is behind grade level and the instruction is paced accordingly vs a classroom where instruction is paced at grade level or perhaps at an accelerated pace? If that's not enough, what if it's a rougher school where physical altercations are the norm.
Sure, these days, there's the internet, the magical cornucopia of knowledge, but it can be hard to get the motivation to use it.
All that said, my personal utility function measures a lot more utility for independence than for education and what not. If a better situation for the disable child may result in more independence for the disabled child, the gifted child is just going to have to make the best of a situation that's been decided for someone else's best interest.
e.g. "maximising sum(log(utility))" like the comment on the article said. the only thing strange here is that philosophy deals with qualitative, not just quantitative domains. thus they tell these stories. :)