Niki, that's because nobody
can answer it. The entire thing with Section 504 is that it has to involve a finding of eligibility under individual, idiosyncratic circumstances-- it's NOT based solely upon a diagnosis, ever. It's based on the level of functional impairment, which has to be "significant" in the context of "unaffected peers" with respect to "one or more major life activities" and in an educational setting, those life activities which are impacted by the condition.
The answer is "probably" in your case, but it really depends on the environment and how much difficulty your son would have accessing the same opportunities that his classmates enjoy.
The key is that whether or not the impairment is "significant" (or COULD be under some reasonably anticipated conditions) must be determined by a group of people who are knowledgeable about the condition, about the student and his history, and about the placement options available.
They have to consider "data" which is derived from "a variety of sources."
This is why parents almost
have to be included in 504 proceedings, although technically there isn't a requirement in the law.
Please note that I'm
not an attorney-- just very very familiar with this process and how school administrators can try to derail it at various points. I'll advise you of this, at any rate--
do NOT discuss accommodations until you have eligibility determined. While it shouldn't happen this way, it's not unusual for elgibility to be denied to students who seem to need things that schools/districts would rather not put in writing and be obliged to actually provide.
