參 考 書 目
一、 中文部分
王天苗、許碧勳 (民88)。特殊幼兒教育之研究與應用。載於幼兒教育研究之昨日、今日與明日 - 開創幼教新紀元學術研討會論文。台北市：市立師院幼兒教育學系。
王文科 (民79)。質的教育研究法。台北：師大書苑。
王玉蕊、吳玉玫、吳玥玢 (民86)。與特殊孩子工作的經驗分享。載於幼師專業成長－理論與實踐的對話研討會論文。中華民國幼兒教育改革研究會。
王保進 (民88)。視窗版SPSS與行為科學研究。台北：心理。
台北市教育局 (民87)。視覺障礙兒童混合教育實施計畫。
台北市教育局 (民87)。融合班特殊幼兒巡迴輔導計畫。
台北市教育局 (民87)。補助私立幼稚園招收身心障礙幼兒人事費、教育費實施計畫。
江明曄 (民86)。國民中學啟智班教師專業能力運用程度之研究。國立彰化師範大學特殊教育研究所碩士論文(未發表)。
江麗莉、鐘梅菁 (民84)。幼稚園初任教師困擾問題之研究。行政院國家科學委員會專題研究計畫成果報告：NSC84-2411-H-134-006。何東墀、張昇鵬 (民81)。我國特殊教育教師培育與進修途徑之研究。國立彰化師範大學特殊教育系暨研究所特殊教育學報，7期， 85-126頁。何華國 (民78)。啟智教育教師所需特質與專業能力之研究。台南師院學報，22期， 151-173頁。李健浩 (民84)。我國啟智教育高職階段職業類科教師專業能力之研究。國立彰化師範大學工業教育研究所碩士論文(未出版)。
林清山 (民81)。心裡與教育統計。台北：東華。
林寶貴、盧台華、賴文鳳、謝藍芝 (民85)。學前合作學習實驗班八十四學年度工作報告。台北市：國立台灣師範大學特殊教育中心。
林寶貴、盧台華、賴文鳳、謝藍芝 (民86)。學前合作學習實驗班八十五學年度工作報告。台北市：國立台灣師範大學特殊教育中心。
林寶貴、盧台華、賴文鳳、謝藍芝 (民87)。學前合作學習實驗班八十六學年度工作報告。台北市：國立台灣師範大學特殊教育中心。
邱上真 (民73)。普通班教師與啟智班教師對啟智班教師之角色所持觀點之研究。教育學院學報， 9期， 159-179頁。
邱上真 (民88)。 融合教育問與答。載於中華民國特殊教育學會主編迎千禧談特教，191-210頁。中華民國特殊教育學會。
吳武典、韓福榮、林純真、林敏慧(民87)。我國特殊教育師資培育與進用政策之分析與調查研究。特殊教育研究學刊，16期，1-22頁。吳芝儀、李奉儒譯(民84)。質的評鑑與研究。台北：桂冠。
吳清山 (民84)。教師生涯發展之探討。載於國立教育資料館、中華民國師範教育學會主編邁向二十一世紀的師範教育， 231-262頁。台北：師大書苑。
吳淑美 (民80)。學前混合教育之班級管理。特殊教育季刊，39期， 7-10頁。吳淑美 (民87)。學前融合班教學理念篇。台北：心理。
吳美慧、簡淑真 (民84)。幼稚園教師對特殊教育之態度及其相關需求調查研究。台東特教通訊，2期， 25-36頁。
柯秋雪 ( 民88)。 德國學前統合教育的發展與現況。國教世紀，188期，56-63。
郭秀鳳 (民85)。幼兒家長、幼教工作者對實施融合式教育意見之探討。國立師範大學特殊教育研究所碩士論文(未發表)。
郭美滿 (民88)。啟智教育教師專業知能之分析研究。國立彰化師範大學特殊教育研究所博士論文(未發表)。教育部 (民83)。師資培育法。
教育部 (民86)。特殊教育法。
教育部 (民87)。特殊教育法實施細則。
許天威 (民85)。加拿大的融合教育運動。載於第一屆加拿大研究學術研討會論文集, 103-128頁。
陳靜江、林寶貴、陳莉馨、曹純瓊 (民82)。學前身心障礙兒童教育模式之研究。國立高雄師範大學特殊教育中心。
張訓誥、蔡春美 (民82)：特殊幼兒教育的師資培育方案初探，載於特殊教育學會主編學前特殊教育的發展， 75-98頁。
黃國榮 (民80)。德爾菲啟智教學基本能力之研究。特殊教育學報，6期， 225-246頁。傅秀媚 (民84)。特殊幼兒教育教師在職進修探討。臺中師院學報，9期 ，525-539頁。
萬育維 (民85)。台北市多元化托兒服務計畫執行成果報告。台北市社會局補助計畫成果報告。
游雅惠 (民88)。八十八學年特殊兒童進班巡迴輔導。愛心股東，41期， 1-2頁。
漢菊德 (民87)。成為一個人的教育南海實幼對全人教育的詮釋。台北：光佑。
蔡春美、林貴美、劉鴻香、蔡克容、呂翠華、吳麗君 (民79)。學前階段特殊教育問題研究。臺北市：教育部國民教育司。賴美智 (民86)。台北市學前特殊幼兒托育服務巡迴輔導計劃執行成果報告。台北市第一兒童發展中心。
簡紅珠、江麗莉 (民86)。國小成功、不成功經驗教師與初任教師的班級管理認知與內隱信念之研究。新竹師院學報，10期， 411-448頁。蘇雪玉 (民77)。學前障礙幼兒與一般正常幼兒混合就讀之效果：二個個案研究。輔仁學報，22期， 61-76頁。
蘇雪玉 (民80)。二位學前障礙幼兒與一般正常幼兒混合就讀之第一年追蹤報告。輔仁學報，25期， 65-86頁。
蘇雪玉、周世偉 (民82)。教學策略與學前自閉症個案之學校適應。輔仁學報，27期， 107-142頁。
二、英文部分
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Bradley, D. E. , King-Sears, M. E. , & Tessier-Switlick, D. M. (1997). Teaching students in inclusive setting - from theory to practice. Boston: Allyn and Bacon.
Bricker, D. , & Cripe, J. W. (1992). An Activity-Based Instruction to Early Intervention. Baltimore: Paul H. Brookes.
Bricker,D. (1995). The challenge of inclusion. Journal of Early Intervention, 19(3), 179-194.
Burton, C. B. , Hains, A. H. , Hanline, M.F. , Mclean, M. , & McCormick, K. (1992). Early childhood intervention and education: the urgency of professional unification. Topic in Early Childhood Special Education, 11(4), 53-69.
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Cook , R. E. , Tessier , A. , & Klein , M. D. (1992). Adapting Early Childhood Curricula for Children in Inclusive Settings. New York: Macmillan.
CSIE (1996). Developing an inclusive policy for your school: A CSIE guide. Bristol: Centre for Studies on Inclusive Education.
Ellis, E. S. , Rountree, B. S. , & Larkin, M. J. (1993a). Practicing master teacher perceptions of inclusion teacher competencies. ( ERIC Document Reproduction Service No. ED 362 491).
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