I saw this too late to give any advice - I think your meeting is probably already over (?)... FWIW, I think it's always reasonable to ask for intellectual and academic challenges as part of a package of accommodations for our gifted children, but I also think it's something that schools often aren't wanting to hear about, particularly if the reason the 504 team is meeting is due to behavior issues. It helps if you can have any kind of professional backup showing that boredom and lack of intellectual challenge is contributing to the behavior - someone with credible credentials (neuropsych, counselor, etc) who knows your ds and knows his abilities and understands how his giftedness impacts his behaviors in school.
One other thing I wonder about - I think your ds (from looking at past posts) has a wide spread in his WISC scores with a dip in processing speed significantly lower than his other scores (please ignore me if I'm mistaken!). If that's the case, do you think there's any possibility that whatever is driving the lower processing speed score might be impacting his work in the classroom? If that's part of what's up, it's possible that another type of accommodation for class work (rather than behavior) might actually have a positive impact on behavior.
Let us know how your meeting went!
polarbear
