Under the 504 you *can* ask for reduced quantity of work when a smaller volume of output will adequately demonstrate mastery,(i.e., 10 hardest homework problems vs. all 30) and you can ask for accommodations, such as allowing keyboarding for all written work, including note-taking, or having alternate assessment formats (for example, a quiz over the syllabus contents vs. having to do copywork), that may significantly increase speed, reduce the processing demands that interfere with creativity and thought, and lessen the fatigue component. Even things like having extended deadlines or extra time for timed or output-intensive work and assessments might be a viable option. ("Extra time" might mean she gets assignments early or is allowed to turn them in later, depending on the nature of the assignment - obviously, getting the assignment early won't help if the material needed to complete it successfully hasn't yet been taught.) Would an extended day study period (coming in early or staying late in a quiet area) be helpful?
Brainstorm other ideas with your child, with the Special Ed. coordinator, and, if available, the professional who diagnosed her disabilities, about what accommodations and modifications might help her access the curriculum without encountering undue barriers. Right now, requiring her to do this kind of educationally unnecessary high-output low-content work is presenting a significant barrier to her participation in the program.
