One piece of information that might be helpful to the IEP team (including you) as they consider this is how his performance with appropriate accommodations and modifications differs from his performance without them. For example, what is his written expression like when he gets to use all of his accommodations, such as extended time, keyboarding, scribes, or voice recognition software? Is his writing without accommodations as fast, creative, complex, detailed, neat, and well-organized as his work with them? If you can show that the disability is significantly affecting his performance in any of these areas when he is denied accommodations, and that the needed accommodations and modifications help him, then that is very strong evidence that the disability is significantly affecting his educational performance, and, depending on the nature of the supports and interventions he is receiving, it is strong evidence that he may continue to need special education services.
