This may sound like I'm circling back and revisiting something, but reading the latest responses about accommodations has me wondering about something in your OP:
Writing, by far, is his weakest area, but he seems to be doing his best (his writing ideas are good, handwriting/organization of those ideas need a lot of improvement), and his teacher thinks he is fine.
His teacher may think he's "fine" because he's in a class with a wide range of typically developing kids, not all HG/+ kids (I think... I can't remember if he's in a gifted program?).
These are a few things I'd wonder about:
Did the IEP eligibility eval include the TOWL (Test of Written Language)? If not, do you feel that the issues with organization/written expression were addressed in the 504? (I'm doubtful about this)
Did your neuropsych report have any notes addressing handwriting? Was the difference in processing speed thought to be due to visual-motor challenge or fine motor - chances are the neuropsych included some additional tests to tease that out. This can make a difference in how you go about making handwriting accommodations. For instance, if your ds has a fine motor challenge (which won't necessarily show up on an OT eval as strictly that - his fine motor muscle ability may be *a-ok*, but his brain may not be able to manipulate fine motor actions in things like handwriting)... it's possible he needs to use keyboarding as an accommodation, not an accommodation such as a certain type of paper or a specific type of pencil grip etc.
Did our school OT test the rate your ds writes at (not when he's having to think up what to write, but just straight handwriting where he knows what he's supposed to write)? If it's extremely slow relative to peers, I'd request that he start keyboarding work that requires writing (other than specific handwriting instruction).
When is your 504 meeting?
And are you convinced that a 504 is "enough"? Have you considered appealing the IEP eligibility decision?
Hope your meeting goes well!
polarbear
