王文科（民80）：課程論。台北市：五南圖書出版公司。
王天苗（民88）迎向二十一世紀的障礙者教育。載於中華民國特殊教育學會編
印：迎千禧談特教。台北市：中華民國特殊教育學會。
王天苗（民90）：運用教學支援建立融合教育的實施模式：以一公立幼稚園的經驗為例。特殊教育研究學刊，21期，27-51頁。
王英君（民89）：國小閱讀理解障礙學生閱讀理解策略之研究。國立彰化師範大學特殊教育研究所碩士論文。毛連塭（民84）：資優教育─課程與教學。台北市，五南圖書出版公司。
毛連塭等編譯（民78）：資優學生課程發展。台北市，心理出版社。
中華民國課程與教學學會主編（民89）：學校本位課程發展基本理論與實施策略。台北市：教育部。
王萬清（民86）：國語科教學理論與實際。台北市：師大書苑。
行政院教育改革審議委員會（民85）教育改革總諮議報告書。台北市：作者。
江芳盛（民87）從政策研究的觀點看美國教育改革。暨大學報，2卷1期，253-271頁。
江惜美（民87）：國語文教學論集。台北市：萬益樓。
何三本（民90）：九年一貫語文教育理論與實務。台北市：五南圖書出版公司。
李子建、黃顯華（民85）：課程：範式取向和設計。台北市：五南圖書出版公司。
李佳娥（民90）：漢字教學法。http://psyultra.ccu.edu.tw/learning/chinese learning.html。
吳武典（民84）：特殊教育的發展與趨勢，載於國立台灣師範大學教育研究中心編印，師資培育的理論與實務學術研討會系列。
吳武典（民87）教育改革與特殊教育。載於國立教育資料館編印：教育改革專輯，教育資料集刊23輯，197-220頁。吳武典、郭靜姿（民75）：國小資優兒童特質檢核表。國立台灣師範大學特殊教育中心編印。
李坤崇（民88）多元化教學評量。台北：心理出版社。
吳訓生（民89）：國小低閱讀能力學生閱讀理解策略教學效果之研究。國立彰化師範大學特殊教育研究所博士論文。何素華（民85）：國小普通班與啟智班兒童合作學習效果之研究。台北市：文景書局。吳淑美（民84）：完全包含（Full inclusion）模式可行嗎？特教新知通訊，3卷3期，1-2頁。
吳淑美（民86）：融合式班級設立之要件。特教新知通訊，4卷8期，1-2頁。
李翠玲（民90）：特殊教育教學設計。台北市：心理出版社。
何華國（民87）：特殊兒童心理與教育。台北市：五南圖書出版公司。
何華國（民89）澳洲特殊學生之融合教育。嘉義大學學報，69期，161-181頁。
李錫津（民79）：合作學習的應用。教師天地，47期，48-54頁。
李默英（民72）：性別、年級、數學學習態度、性別角色與數學態度之關係。國立政治大學教育研究所碩士論文。
吳麗寬（民89）：合作學習對國小學習障礙學生閱讀理解效果與同儕社會關係之研究。國立彰化師範大學特殊教育研究所碩士論文。邱上真（民80）：學習策略教學的理論與實際。特殊教育與復健學報，1期，1-49頁。邱上真（民89）：帶好每位學生：理論實務與調查研究-普通班教師對特殊需求學生之因應措施。行政院國家科學委員會專題研究計劃成果報告，計劃編號NSC89-2413-H-017-004，未出版。
邱上真（民90）：普通班教師對特殊需求學生之因應措施、所面對之困境以及所需之支持系統。特殊教育研究學刊，21期，1-26頁。林天佑（民87）：初等教育改革課題之分析。載於國立教育資料館編印：教育改革專輯，教育資料集刊23輯，197-220頁。
周台傑（民85）：國民小學國語文成就測驗（一年級、二年級、三年級）。彰化縣：精華印刷企業社。沈姍姍（民87）：教育改革趨向與影響因素分析。載於國立教育資料館編印：教育改革專輯，教育資料集刊23輯，39-53頁。
林佩璇（民81）：台灣省國立高級職業學校合作學習實驗研究。國立台灣師範大學教育研究所碩士論文。林建平（民83）：整合學習策略與動機的訓練方案對國小閱讀理解困難兒童的輔導效果。國立台灣師範大學心理輔導研究所博士論文。林玟慧（民84）：閱讀理解策略教學隊國中閱讀障礙學生閱讀效果之研究。國立台灣師範大學特殊教育研究所碩士論文。林清江，蔡清田（民86）：國民中小學課程發展共同原則。嘉義：中正大學教育學程中心。教育部國民教育司要記專案。
林清江、蔡清田（民88）：國民教育階段學校課程發展之共同原則。師大校友，295期，4-10頁。
林淑貞（民81）：國畫心像策略對國中輕度智能不足學生記憶文章內容效果之研究。國立彰化師範大學特殊教育研究所論文。周淑卿（民88）：論九年一貫課程的「統整」問題。載於中華民國課程與教育學會，九年一貫課程的展望。台北市：揚智。
邵淑華（民86）：「直接教學法」在國小數學資源班補救教學之成效研究。國立台灣師範大學特殊教育研究所碩士論文。
胡永崇譯（民77）：輕度障礙學生之研究。屏東：國立師範學院特殊教育中心。
胡永崇（民81）：學習遲緩學生學業成究的相關因素及記憶策略指導效果之研究。國立屏東師範學院碩士論文。
胡永崇（民84）後設認知策略教學對國小閱讀障礙學童閱讀理解成效之研究。國立彰化師範大學特殊教育研究所博士論文。
胡永崇（民86）：聽覺障礙者之教育。載於王文科主編：特殊教育導論。台北市：五南圖書出版公司。
胡永崇（民88）：學習障礙或書寫障礙？抑或考試障礙？--個案初步觀察及晤談。5卷，3期， 33-37頁。
柯華葳（民82）：台灣地區閱讀研究文獻回顧。載於中國語文心理學研究第一年度結案報告，31-76頁。國立中正大學認知科學研究中心。
夏林清等譯（民86）行動研究方法導論─教師動手做研究。台北市：遠流。
洪美連（民84）：國小聽覺障礙學生數學口語應用問題教學效果之實驗研究。國立台灣師範大學特殊教育研究所碩士論文。特殊教育法（民86）：中華民國八十六年五月十四日總統華總（一）義字第八六OO一一二八二O號令修正公佈。
特殊教育課程教材教法實施辦法（民87）：中華民國八十七年十二月二日教育部台（八七）參字第八七一一三八O五三號令修正發布。
翁素燕（民78）：學習策略教學對短期記憶及長期記憶效果影響之研究。資優季刊，32期，44-48頁。
洪榮照、張昇鵬（民86）：智能障礙者之教育。載於王文科主編：特殊教育導論。台北市：五南圖書出版公司。
洪儷瑜（民90）：英國的融合教育。台北市：學富文化。張正男（民72）：語文遊戲。台北市：台北市立社會教育會館。
陳弘昌（民88）：國小語文科教學研究。台北市：五南圖書出版公司。
陳李綢（民77）：學習策略的言教與教學。資優教育季刊，29期，15-24頁。
陳伯璋，周麗玉，游家政（民87）：國民教育階段課程綱要草案：研訂構想。作者：未出版。
曹秀美（民79）：國小聽障學生與普通學生句型理解能力之比較研究。國立台灣師範大學特殊教育研究碩士論文。
教育部（民87）：國民教育階段九年一貫課程總綱綱要。台北：教育部。
教育部（民88a）國民教育階段啟智學校（班）課程綱要。台北市：教育部。
教育部（民88b）：身心障礙及資賦優異學生鑑定原則、鑑定基準。台北市：教育部。
教育部（民89a）學校本位課程發展基本理念與實務策略。台北市：教育部。
教育部（民89b）特殊教育學校（班）國民教育階段肢體障礙類課程綱要。台北
市：教育部。
教育部（民90a）特殊教育學校（班）國民教育階段聽覺障礙類課程綱要。台北
市：教育部。
教育部（民90b）特殊教育學校（班）國中小教育階段視覺障礙類課程綱要。
台北市：教育部。
教育部（民91）國民中小學九年一貫課程綱要（草案）。台北市：教育部。郭秀鳳（民86）：障礙幼童融合式教育之探討。載於中華民國特殊教育學會主編：身心障礙教育的革新與展望。台北市：心理出版社。陳建明（民86）：閱讀理解策略教學效果之個案研究：以花蓮安通部落阿美族國小學生為例。花蓮師範大學院教育研究所碩士論文。
張景媛（民77）：教學類型與學習類型適配性研究暨學生學習適應理論模式的驗證。國立台灣師範大學教育與心理輔導研究所碩士論文。陳淑絹（民84）：「指導-合作學習」教學策略增進國小學童閱讀理解能力之實徵研究。國立台灣師範大學教育心理與輔導研究所博士論文。陳莉莉（民79）：資優學生與普通學生記憶策略之比較研究，國立彰化師範大學特殊教育研究所碩士論文。陳榮華修訂（民86）：魏氏兒童智力量表第三版（中文版）。台北市：中國行為科學社。
張瑛玿（民84）：自我發問策略對國小學生閱讀理解與自我發問能力之影響。國立台灣師範大學心理輔導研究所碩士論文。
郭靜姿（民81）：閱讀理解訓練方案對於增進高中學生閱讀策略運用與後設認知能力之成效研究。國立台灣師範大學教育研究所博士論文。陳龍安（民89）：創造思考教學。載於毛連塭、郭有適、陳龍安、林幸台著：創造力研究。台北市：心理出版社。鈕文英（民90）身心障礙者行為問題處理─正向行為支持取向。台北市：心理
出版社。
曾世杰（民85）：閱讀低成就學童及一般學童的閱讀歷程成份分析研究。國科會專題研究計劃成果報告，未出版。
黃光雄（民88）：課程與教學。台北市：師大書苑。
黃光雄、蔡清田（民88）：課程設計：理論與實際。台北市：五南圖書出版公司。
黃政傑（民81）：台灣省高級職業學校合作學習實驗研究。台北市：國立台灣師範大學教育研究研究中心。
黃政傑（民82）：課程設計。台北市：東華書局。
黃政傑、林佩璇（民85）：合作學習。台北市：五南圖書出版公司。
黃政傑（民88）：國教九年一貫課程的展望。師友，379期，4-9頁。
游家政（民88）：九年一貫課程綱要總綱的理念與架構。教師天地，102期， 34-41頁。
游家政（民89）：學校課程的統整及其教學。課程與教學，3卷，1期， 19-37頁。曾陳密桃（民79）：國民中小學生的後設認知及其與閱讀理解之相關研究。國立政治大學教育研究所博士論文。楊紹旦（民70）：行動研究法及其實例。國教輔導月刊，20卷4期，頁5-7。
溫惠君（民90）：融合教育指標及其特殊教育績效之探討─以智障學生為例。國立台灣師範大學特殊教育研究所碩士論文。
甄曉蘭（民84）：合作行動研究（Cooperative Action Inquiry）-進行教育研究的另一種方式。嘉義師院學報，9期， 297-318頁。
廖鳳池（民79）：行動研究法簡介。諮商與輔導，60期， 5-9頁。
鄭月嬌（民83）：小組探究式合作學習法對國小資優生專題研究成果問題解決能力及合作技巧之影響。台北市立師範學院初等教育研究所碩士論文。
歐用生（民83）：課程發展的模式探討。高雄市：復文書局。
歐用生（民88）：九年一貫課程之「潛在課程」評析。載於中華民國教材研究發展學會主編：九年一貫課程研討會論文集（上）。邁向課程新紀元，19-33頁。歐用生（民89）九年一貫課程改革的經驗。國民教育，40卷，4期，2-9頁。劉玲吟（民83）後設認知閱讀策略的教學對國小低閱讀能力學生閱讀效果之研
究。國立彰化師範大學特殊教育研究所碩士論文。
葉淑真（民82）：高中音樂科合作學習實驗研究。國立台灣師範大學音樂研究所碩士論文。
盧台華（民81）：智能障礙者之適應行為研究。載於國際特殊兒童評量研討會論文集。彰化市：彰化師範大學特殊教育中心。
盧台華（民87）：身心障礙學生課程教材之研究與應用。載於行政院國家科學委員會及教育部編印：身心障礙教育研討會：當前身心障礙教育問題與對策專輯 （185-190頁）。台北市：編者。
賴惠玲、黃秀霜（民88）：不同識字教學模式對國小學生學習成效研究。國立台灣師範學院「初等教育學報」，12期，1-26頁。蔣明珊（民85）：台北市國小資優資源班課程實施狀況之調查分析。國立台灣師範大學特殊教育研究所碩士論文。
蔣明珊、盧台華（民89）：國小資優教材評鑑檢核表建構與試用之研究。特殊教育研究學刊，19期，347-370頁。蔡典謨譯（民90）濃縮課程：調整能力優異學生一般課程的全盤指引。台北市：
心理出版社。
蔡清田（民88）九年一貫課程改革之行動探究，台灣教育，581期，9-21頁。
蔡清田（民89）：教育行動研究。台北市：五南圖書出版公司。
謝順榮（民87）：合作學習對輕度智障學生閱讀學習成效及同儕關係之研究。國立台灣師範大學特殊教育學系碩士論文。
蔡銘津（民84）：文章結構分析策略教學增進學童閱讀理解與寫作成效之研究。國立高雄師範大學教育系博士論文。魏麗敏（民77）：國小學生數學焦慮、數學態度與數學成就之關係暨數學學習團體諮商之效果研究。國立台灣師範大學心理與輔導研究所碩士論文。藍慧君（民80）：學習障礙與普通兒童閱讀不同結構文章之閱讀理解與理解策略的比較研究。國立台灣師範大學特殊教育研究所碩士論文。蘇宜芬（民80）：後設認知訓練課程對國小低閱讀能力學生的閱讀的理解能力與後設能力之影響。國立台灣師範大學教育心理與輔導研究所碩士論文。Adams, p. R., Quintero, M., killoran, J., Striefel, S., & Frede, E. (1987). A review and synthesis o teacher competencies necessary for effective mainstreaming. (ERIC Document Reproduction Services. No ED290289).
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