Totally normal. 12 is our record, and not even anyone from the district showed like they were supposed to! Do you have the list of attendees? Make sure that the GT teacher is there as well if that person is relevant.
When you go through the accommodations section, you should have a discussion on each one. It's not that hard to bring these issues up at this point "DS reports he doesn't use the slant board. Help me understand why he isn't."
My basic model is: "my child reports to me that..., help me understand what's happening..."
The conversation sequence should stick to the order of the IEP, so you can make certain to set up this discussion by making sure the team has discussions on his weaknesses, including executive function and the physical difficulties in handwriting.
If you've had the prior discussion to this point of executive function, then it will be rather straight forward to point out that remembering to get it himself is equivalent not allowing him the accommodation.
