As fate would have it, last semester in my Intro to Special Education class one of my major projects was to write an FBA/BIP/IEP for a fictional character, and I chose Calvin. My finding was that his ADHD (combined type) was so profound that it was impossible to predict what was lurking underneath it. Could be a gifted intellect, could be Oppositional Defiant Disorder, could be juvenile onset schizophrenia, could be all of the above.
I offered Miss Wormwood a full-day aide to keep Calvin on-task and developed a plan of daily interaction with Calvin's parents to make sure that they were aware of his homework (especially his major projects) and they would email back that he had accomplished them. (Contrary to a number of easily amused social pundits, I did not prescribe medication.) Once Calvin had a unified front to direct him towards positive educational outcomes, we'd have a chance to target his lack of pro-social interactions with peers and adults and his age-inappropriate comfort object.
If your argument is that we should find Calvin a school that focuses on his strengths instead of his deficits, then I can't help you. He's physically active, he has an amazing artistic intelligence, his vocabulary has occasional flashes of maturity, and his environmental morality is profound, but meh. Howard Gardner might disagree with me, but I propose that Calvin would be inattentive and impulsive even if you transferred him to Astronaut Dinosaur Elementary School.