Mixed Receptive-Expressive Language Disorder (MRELD) is a communication disorder that impacts both the understanding (receptive language) and use (expressive language) of spoken or written language. In a public education setting, children with MRELD face specific challenges. Still, schools are legally required to provide support under laws like the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act.
MRELD and the Public Education System:
Identification and Assessment
Schools are required to identify students with disabilities, including those with MRELD. This process may involve referrals from teachers, parents, or medical professionals, followed by evaluations conducted by school psychologists, speech-language pathologists (SLPs), and other relevant professionals.
Individualized Education Plan (IEP)
If a child is found eligible under IDEA, they may receive an Individualized Education Plan (IEP). This legally binding document outlines the specific services, accommodations, and goals tailored to the child’s needs. For MRELD, the IEP might include:
- Speech-language therapy provided by an SLP
- Classroom accommodations (e.g., simplified instructions, extra time for tasks, visual aids)
- Specialized instruction targeting language development
- Collaborative efforts between general education teachers and special education staff
Section 504 Plan
For students with milder forms of MRELD or those not qualifying for an IEP, a 504 Plan may be used. This plan ensures accommodations are made to provide equal access to education without fundamentally altering the curriculum. Some accommodations might include:
- Adjusted teaching methods
- Extra support for understanding instructions
- Access to speech therapy or tutoring
Speech and Language Services
Children with MRELD may receive services from SLPs, both within and outside the classroom. This could involve one-on-one therapy sessions, group activities to build communication skills, and in-class support during instruction to help the child process language more effectively.
Classroom Accommodations
Teachers may employ strategies such as:
- Breaking down complex instructions into smaller, manageable steps
- Using visual aids and non-verbal communication to reinforce learning
- Allowing the child to express themselves through alternate means (e.g., gestures, assistive technology)
- Seating the child near the teacher or reducing auditory distractions to aid in comprehension
Collaboration with Families
Schools often work with parents to ensure consistency between home and school. Parents can advocate for regular communication with teachers, attend IEP or 504 meetings, and seek additional support if their child’s needs are unmet.
Challenges and Advocacy
While public schools must provide appropriate support, the quality and availability of services can vary depending on location, school resources, and staff expertise. Families may need to advocate strongly to ensure their child receives timely evaluations and effective services. In some cases, disputes may arise over the adequacy of services, and parents may need to request mediation or due process hearings.
