I would suggest that you group and prioritize the accommodations and services that you think will be most helpful to him, so that you have some negotiation room, and so that you know exactly where you can compromise.
I would also agree that it is important for the team to design and present the accommodations in such a way that they are not overwhelming for the classroom teacher, who must implement them. Just as I advise teachers to give their students no more than six fundamental classroom rules, with more finely-spelled out examples grouped under them, I would be cautious about giving teachers more than about a half dozen major categories of accommodations. Practically speaking, it is highly unlikely that the teacher will be able to remember any more than that. This is also why I suggested grouping and organizing them into categories.
For example, accommodations for:
1. written output/handwriting (including extended time, reduced written requirements, items sufficient only to show mastery, supplementary oral assessment)
2. executive functions/study skills (including supports for attention, initiation, organization, like cues to establish a listening set, priming the pump/oral pre-writing activities, breaking lengthy or complex assignments into intermediate benchmarks)
3. emotional/behavioral regulation (including frequent, specific, and authentic praise and encouragement, positive reinforcement for successive approximations of desired behavior (shaping), explicit modeling of prosocial behaviors, cueing for taught strategies)
You can still list the specific accommodations under the groups, but they should be easier to grasp and execute in a concerted fashion, if they are clustered.
