The money, the need, the social and political WILL to confirm the paths through the wilderness are not present in society at large. Intellectually gifted children rarely look like they NEED help. When they do, the help is often focused upon the presenting problem, e.g. failure to pay attention in class, behavior problems, failure to socialize with age-mates, etc. rather than the underlying causes e.g. boredom, lack of challenge and stimulation, and the relative disparity between the child's social, emotional, physical, and intellectual developmental patterns. Parents of intellectually gifted children are often dissuaded from seeking appropriate paths through the wilderness. There are other motivations which are less well intentioned.
Scare tactics abound.
And, the trouble is, there's just enough truth in what's being said to give every concerned and loving parent pause . . . to reflect. There are researchers laboring in this wilderness. Two of the original researchers in the field of intellectual giftedness are Hollingworth and Terman. In the measurement field we have Alfred Binet. The following individuals are currently active in the field of gifted child education and the social and emotional needs of gifted children.