The purpose of this paper is to demonstrate knowledge of the characteristics of students with the intent to assist parents and educators of student affected by mental retardation in making educational and life decisions through a list of solid resources according to what the needs of the student are.

This assignment shows mastery of the Arizona’s Professional Teaching Standard 5, Indicator 2 and 3, which requires the teacher to collaborate with colleagues, parents, the community and other agencies to design, implement, and support learning programs that develop students' abilities to meet Arizona's academic standards and transition from school to work or post-secondary education

Knowledge of community resources and services to foster student learning and demonstration of productive leadership and team membership skills that facilitate the development of mutually beneficial goals and collaboration with other professionals as well as outside agencies to improve the overall learning environment for students at a mastery level of understanding is required.

Mastery of the USA- ISLLC - Standards for School Leaders (With Competencies) Standard 4, Area of Performance has also been demonstrated by knowledge of the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context. This understanding is demonstrated through documented research of procedures as well as community resources available to schools as well as parents and students.

The purpose of this paper is to demonstrate knowledge of the characteristics of students with the intent to assist parents in making educational decisions about their child as they progress into the secondary education environment according to what the needs of the student are.

This assignment shows mastery of the Arizona’s Professional Teaching Standard 5, Indicator 3 and 4, which requires the teacher to collaborate with colleagues, parents, the community and other agencies to design, implement, and support learning programs that develop students' abilities to meet Arizona's academic standards and transition from school to work or post-secondary education

Knowledge of community resources and services to foster student learning and demonstration of productive leadership and team membership skills that facilitate the development of mutually beneficial goals at a mastery level of understanding is required.

This assignment also shows mastery of the Arizona’s Professional Teaching Standard 7, Indicator 5, which requires the teacher to have general academic knowledge as demonstrated by the attainment of a bachelor's degree. The teacher also has specific academic knowledge in his or her subject area or areas sufficient to develop student knowledge and performance to meet Arizona's academic standards.

The special education teacher participates in the design, implementation, and assessment of individualized education programs in order to develop a student’s abilities, which is imperative in the high school setting. In order to achieve this, the special education teacher needs to be knowledgeable of state and federal special education laws, rules, and regulations. This must be achieved to meet the Arizona standards and the transition from school to work or post-secondary education. Indicator 5 requires that the teacher make connections between knowledge of the subject area and real life situations at the level of the students being taught

Mastery of the USA- ISLLC - Standards for School Leaders (With Competencies) Standard 4, Area of Performance has also been demonstrated by knowledge of the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context. This understanding is demonstrated through documented research of procedures as well as community resources available to schools as well as parents and students.

The purpose of this paper is to demonstrate knowledge of the characteristics of students with mental retardation, evaluation process, and resources that help to promote lifelong learning according to what the needs of the student are. This paper reflects an understanding of both social and ethical awareness that help to formulate better understanding of the characteristics of students with mental retardation.

This assignment shows mastery of the Arizona’s Professional Teaching Standard 9, Indicator 1, which requires the teacher to demonstrate knowledge of how to initiate and partake in collaboration with other professionals and parents, the special education teacher participates in the design, implementation, and assessment of individualized education programs.

Knowledge of state and federal special needs process to develop a plan of action for the successful transition of a student from home to school and then to the work environment if that is appropriate for the student is also needed at a mastery level of understanding. The special education teacher participates in the design, implementation, and assessment of individualized education programs in order to develop a student’s abilities, which is imperative in the high school setting. In order to achieve this, the special education teacher needs to be knowledgeable of state and federal special education laws, rules, and regulations. This must be achieved to meet the Arizona standards and the transition from school to work or post-secondary education. Indicator 5 requires that the teacher pursue professional activities to support development as a learner and a teacher in the form of advanced degree ascertainment through documented research.

Mastery of the USA- ISLLC - Standards for School Leaders (With Competencies) Standard 4, Area of Performance has also been demonstrated by knowledge of the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context. This understanding is demonstrated through documented research of procedures as well as community resources available to schools as well as parents and students.