In a public school setting, the reasonableness standard does not apply in the case of a child who is a qualified individual with a disability-- see
Letter to Zirkel.
Fundamental nature and student need are the considerations. So-- yes, to the OP. (Bearing in mind that I am absolutely not an attorney).
http://alpha.fdu.edu/psychology/GUY_504_reasonable_stand.htmThe issue, it seems to me-- is demonstrating need.
On the flip side of this, however, is the possibility that the teacher is basically throwing the occasional assessment that NOBODY can finish... in which case, giving one child sufficient time to finish while the rest of the students have no hope of doing so isn't really in the scope of what is intended with disability accommodations. Some math teachers in particular use TIMED assessments in just this way. It is much more common in secondary and beyond, however.
Might be worth discussing with the teacher first just to see if that is the case-- and what the reasonable and right thing to do is under those conditions.
It almost seems like alternate assessment should be on the table here, given the range of issues preventing him from being able to demonstrate his level of mastery. Would the teacher be willing to conduct a one-on-one assessment instead of the paper tests?
