This study was designed to determine levels of implementation of identified best practices for mildly handicapped students in special education classrooms in Mississippi, a predominately rural state. It also investigated the relationship between the variables of teacher certification, level of special education teacher certification, years of teaching experience, and level of implementation of best practices. The results indicated a high level of acceptance and implementation of best practices. The variables of teacher certification and level of special education certification had an effect on implementation of only one best practice. There was a significant difference in the relationship between years of teaching experience and implementation of best practices.
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