Special Education

Each special education category has specific evaluation criteria that must be met.

• Autism (A)
• Other Health Impairments (OHI)
• Emotional Disability (ED)
• Specific Learning Disability (SLD)
• Emotional Disability B Private (EDP)
• Speech/Language Impairment (SLI)
• Hearing Impairment (HI)
• Severe Mental Retardation (SMR)
• Mild Mental Retardation (MIMR)
• Traumatic Brain Injury (TBI)
• Moderate Mental Retardation (MOMR)
• Visual Impairment (VI)
• Multiple Disabilities (MD)
• Preschool Speech/Language Delay (PSL)
• Multiple Disabilities B Severe Sensory Impairment (MDSSI)
• Preschool – Moderate Delay (PMD)
• Preschool – Severe Delay (PSD)
• Orthopedic Impairment (OI)

Each student’s educational experience is tailored to their individual needs, learning style, and developmental level. Our curriculum is guided by:

• The strengths and needs identified during the evaluation process

• The student’s unique learning profile and functioning level

• Arizona state standards and district curriculum

• Functional and life skills needs, when applicable

• Collaborative input from the student’s IEP team, including families and educators

Instruction is designed to help students grow academically, socially, and emotionally—ensuring they are supported and set up for success in both school and life.

Tolleson ESD uses the Student-Led IEP (SLIEP) process to help students with disabilities better understand themselves and take an active role in their education. SLIEP is more than a meeting—it is an instructional approach that teaches students about their strengths, their learning needs, and how to advocate for their future.

Through the SLIEP process, students move from being passive participants to empowered decision-makers in their educational journey.

Participation by Grade Level:

• Preschool–Primary Grades: Students share what they enjoy about school and what they find challenging.

• Intermediate Grades: Students begin identifying their strengths and needs, and discuss which accommodations help them succeed.

• Middle School: Students play a more active role in setting goals—particularly those related to transitions—and many lead their IEP meetings.

SLIEP builds student confidence, self-awareness, and advocacy skills that last far beyond the classroom.