What critical concept did the 2004 amendment to IDEA change regarding service provision?

The 2004 amendment to the Individuals with Disabilities Education Act (IDEA) introduced significant changes to how services are provided to students with disabilities, particularly in relation to the identification of learning disabilities. One of the most notable changes was the removal of the requirement to use the discrepancy model for identifying students with learning disabilities. This model required schools to show a significant gap between a student's potential (often measured by IQ tests) and their actual academic achievement.

By removing this requirement, the amendment allowed for alternative methods to identify students with learning disabilities, such as a response to intervention (RTI) approach. This approach focuses on providing support and interventions directly in the classroom, monitoring a student’s progress, and making adjustments to instruction based on their responses to interventions. This shift not only aimed to streamline the identification process but also aligned more closely with contemporary practices that emphasize early intervention and data-driven decision-making in education.

In contrast, while the other choices touch on relevant aspects of IDEA, they do not directly address the critical amendment that specifically involved the discrepancy model. The focus on inclusion in general education and extending the age range for services are important elements of special education law, but they do not specifically capture the essence of the change relating to the identification and provision of services