Okay, well...
I have to agree with Mac, here. "Evaluate for a 504" is a change that
I helped to make a reality with Connections Academy-- the virtual school. That's their policy now at the national level. We were
definitely the first there. It was at times quite tense, and I'd be lying if I said it was perfect, even now...
but still, that simple phrase is
amazing in practice.
It's INFINITELY flexible-- something which blanket policies about individual accommodations are not.
I am also going to ask-- where are you at, exactly, in your journey as an advocate and FA parent? I'm guessing that you may be relatively new to the school system? I recognize that "all over the place" feeling, let's just say.
If you're less than about four years into things, seriously consider whether you have the extra energy to spend on this. I say that with all respect and compassion-- the impulse to do something greater than just for one's self is lovely... but...
do consider the ramifications. Know that if you push for specific changes, you may face a LOT of backlash-- and not all of it from non-FA people. Some FA parents will fight you tooth and nail as well.
A 504 plan is flexible enough to accommodate students with a WIDE variety in management styles, in ages, in sensitivity and severity. It can be flexed for different school configurations and pedagogical methodology.
So really, a healthy 504 process that includes child-find probably IS the ideal.
There are currently some movements to allow non-designated autoinjectors into public places like schools-- much the way that AED's have become. That might be an advocacy push with your local district.