| 期刊論文| 1. | 曾怡惇(20100600)。盲聾生的溝通與輔具之探討。國小特殊教育，49，53-61。 延伸查詢 | | 2. | Rowland, C.、Schweigert, P.(2000)。Tangible symbols, tangible outcomes。Augmentative and Alternative Communication，16(2)，61-78。  | | 3. | 莊素貞、羅銹靜(20141100)。可觸知符號溝通系統對視覺障礙伴隨智能障礙學生溝通與時間概念發展之實務分享。特殊教育與輔助科技，11，1-9。 延伸查詢 | | 4. | Hart, P.(2006)。Using imitation with congenitally deafblind adults: Establishing meaningful communication partnerships。Infant and Child Development，15(3)，263-274。 | | 5. | 曾怡惇(20120600)。藍芽盲用筆電在盲聾生母子溝通對話之個案研究。特殊教育學報，35，23-46。 延伸查詢 | | 6. | Bruce, S. M.、Conlon, K.(2005)。Colby's daily journal: a school-home effort to promote communication development。TEACHING Exceptional Children Plus，2(1)，1-6。 | | 7. | Bruce, S. M.、Randall, A.、Birge, B.(2008)。Colby's growth to language and literacy: the achievements of a child who is congenitally deafblind。TEACHING Exceptional Children Plus，5(2)，1-12。 | | 8. | Bruce, S. M.、Nelson, C.、Perez, A.、Stutzman, B.、Barnhill, B. A.(2016)。The state of research on communication and literacy in deafblindness。American Annals of the Deaf，161(4)，424-443。 | | 9. | Damen, S.、Janssen, M. J.、Ruijssenaars, W. A. J. J. M.、Schuengel, C.(2015)。Intersubjectivity effects of the high-quality communication intervention in people with deafblindness。Journal of Deaf Studies and Deaf Education，20(2)，191-201。 | | 10. | Elsendoorn, B. A. G.、Brouwers, P.、Luiken, H.(2010)。Supporting the development of literacy in deafblind children through interactive dedicated software: a pilot project。DbI Review，45，34-39。 | | 11. | Engleman, M. D.、Griffin, H. C.、Griffin, L. W.(1999)。A teacher's guide to communicating with students with deaf-blindness。TEACHING Exceptional Children，31(5)，64-70。 | | 12. | Flipsen, P.、Kangas, K.(2014)。Mean length of utterance (MLU) in children with cochlear implants。The Volta Review，114(2)，135-155。 | | 13. | Hanning-Zwanenburg, A. H.、Rødbroe, I. B.、Nafstad, A. V.、Souriau, J.(2015)。Narrative-based conversations with children who are congenitally deafblind。Journal of Deafblind Studies on Communication，1(1)，40-53。 | | 14. | Trief, E.、Cascella, P. W.、Bruce, S. M.(2013)。A field study of a standardized tangible symbol system for learners who are visually impaired and have multiple disabilities。Journal of visual impairment & blindness，107(3)，180-191。 | | 15. | Wittich, W.、Jarry, J.、Groulx, G.、Southall, K.、Gagné, J. P.(2016)。Rehabilitation and research priorities in deafblindness for the next decade。Journal of visual impairment & blindness，110(4)，219-231。 | | 16. | 曾怡惇(20131200)。「行事曆系統」在盲聾生時間概念教學之行動研究。特殊教育學報，38，55-82。 延伸查詢 | | 17. | McKenzie, A. R.(2009)。Emergent literacy supports for students who are deaf-blind or have visual and multiple impairments: a multiple-case study。Journal of Visual Impairment & Blindness，103(5)，291-302。 | 學位論文| 1. | 曾靖雯(2015)。盲聾教學策略對盲聾生溝通發展之行動研究(碩士論文)。國立臺南大學。 延伸查詢 | 圖書| 1. | Blaha, R.(2001)。Calendars for students with multiple impairments including deafblindness。Texas School for the Blind and Visually Impaired。 | | 2. | Rødbroe, I. B.、Janssen, M.(2006)。Communication and congenital deafblindness: Congenital deafblindness and the core principles of intervention。VCDBF/Viataal。 | | 3. | 何淑貞、王錦慧(2015)。華語教學語法。文鶴出版社。 延伸查詢 | 圖書論文| 1. | Ivanova, N.(2019)。On language development in children with congenital deafblindness。If you can see it, you can support it。Nordic Welfare Centre。 | | 2. | Nicholas, J.(2019)。Tactile cognition and language development: What are tactile working memory and autobiographical memory?。If you can see it, you can support it。Nordic Welfare Centre。 | |