| 2008 | Fall | Depts | Keys | |||||||||||||||||||||||
| DEPT | CRS | SEC | AUTH | TITLE | ED | YR | PUB | ISBN | EST | R/O | DATE | NOTES | ||||||||||||||
| SPED | 300 | Hallahan & Kauffman | Exceptional Learners: Introduction to SPED | 10th | 2007 | Allyn & Bacon | 2050298214 | 60 | R | 04/03/08 | Voorhies for 2 sections | |||||||||||||||
| SPED | 300 | Heward, William | Exceptional children: an introduction to special education | 8th | 2006 | Merrill Prentice Hall | 131191705 | 150 | R | 04/03/08 | Beasley for 3 sections plus 2 others (adjuncts) | |||||||||||||||
| SPED | 391 | Mastropieri & Scruggs | The Inclusive Classroom | 3rd | 2007 | Pearson Merrill Prentice Hall | 131540688 | 25 | R | 04/03/08 | Beasley | |||||||||||||||
| SPED | 391 | Friend & bursack | Including students with special needs | 4th | 2006 | Pearson Allyn & Bacon | 321317742 | 60 | R | 04/03/08 | Bae and Adjunct | |||||||||||||||
| SPED | 404 | Alberto & Troutman | Applied Behavior analysis for Teachers | 7th | 2006 | Prentice Hall | 131179942 | 30 | R | 04/03/08 | ||||||||||||||||
| SPED | 404 | Danforth & Boyle | Cases in Behavior Management | 2007 | Pearson Merrill | 131715917 | 30 | R | 04/03/08 | |||||||||||||||||
| SPED | 407 | Hoorn, Nourot, Scales, Alioard | Play at the center of the curriculum | 4th | 2007 | Pearson | 131720821 | 25 | R | 04/03/08 | Cross enrolled with EDCI 407 | |||||||||||||||
| SPED | 492 | Edwards, C H | Classroom Discipline and Management | 4th | 2004 | Wiley Jossey-Bass Education | 471459739 | 30 | R | 04/03/08 | Bae | |||||||||||||||
| SPED | 493 | Polloway, Patton, Serna | Strategies for teaching learners with special needs | 9th | 2008 | Prentice Hall | 131791559 | 30 | R | 04/03/08 | ||||||||||||||||
| SPED | 494 | Cohen & Spenciner | Assessment of children and youth with special needs | 3rd | 2007 | Pearson Education | 020549353X | 30 | R | 04/03/08 | ||||||||||||||||
| SPED | 535 | Dettmer, Thurston & Sellerg | Consultation, collaboration, and Teamwork | 5th | 2005 | Prentice Hall | 10 | R | 04/03/08 | |||||||||||||||||