Abstract
The purpose of this study was to identify "best educational practices" and examine their level of acceptance and implementation in educational programs for students with severe handicaps in Vermont. A description of nine best educational practice areas and specific indicators demonstrating the presence of the practice in an educational program was generated from a literature review and a review by nationally recognized experts. A state-wide survey of Vermont parents and practitioners was conducted to determine the level of acceptance and implementation of the best practices and their associated indicators. The results of the survey indicated that there was a high level of acceptance of the best practices. There was, however, a marked gap between the level of acceptance and the level of implementation. The implications of the survey results are discussed.
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