When my DS was in elem and we were working things out, we had the following in our 504:
For any assignment of more than a paragraph, DS will have access to his NEO for typing.
As it became clear that handwriting was not ever going to work for him, we changed it typing anything more than one sentence. The "access" word was the key. It meant he got to choose and teacher had to allow it.
In your case, probably access to a scribe and/or oral response for anything more than 2 sentences. Or whatever is a good cutoff.
We had a back up in there that said, any writing that is illegible for grading will be returned to him and he will be given the opportunity to type it or speak the answer orally.
Just to add my own observations about my DS: He learns differently in handwritten expression vs typed. Handwriting did not reflect what was in his brain the way typing did. (DS had selective mutism so oral was not a good route- so not sure if this applies to oral too.) IOW- accommodations are not just for when you get too tired, or when your hand hurts, or when you can't read it. They are an avenue for learning that needs to be well paved so your child can learn appropriately.
My DS is very very oral - no problems there. I really like how specific this is... I am going to try and write up something like this, "For any assignment of more than ____________, DS will have access to [to a scribe and/or oral response] for ." Just got to figure what a good cutoff is at this point - I am not really sure.
