一、中文部分
王文科、王智弘 (2015)。教育研究法。臺北市：五南圖書。
王明泉 (1999)。高職階段智能障礙學生自我決策能力相關影響因素及教學方案成效之研究(未出版之博士論文)。國立彰化師範大學特殊教育學系，彰化縣。取自https://hdl.handle.net/11296/ybsx6b朱思穎、吳香儀 (2011a)。成功轉銜之推手：培訓特殊需求幼兒自我決策能力之理論及實務探討。國小特殊教育，52，25-37。朱思穎、吳香儀 (2011b)。自閉症學生轉銜服務其自我決策能力之培訓：以美國高等教育作探討。特教園丁，26(3)，17-24。
行政院主計處 (2010)。中華民國職業標準分類。行政院主計處。
吳心茹 （2007）。桃園縣國民小學低年級學生家長參與學校教育之研究（未出版之碩士論文）。國立東華大學，花蓮縣。取自https://hdl.handle.net/11296/c7fa99
吳明隆 (2009)。結構方程模式AMOS的超作與應用(第二版)。臺北市：五南圖書。
吳武典 （1999）。修正特殊教育法的特色與檢討。師友，12，5-12。
李玉錦 (2014)。高職特教班自閉症學生自我決策就業轉銜教學方案之行動研究 (未出版之博士論文)。國立臺灣師範大學特殊教育學系，臺北市。取自https://hdl.handle.net/11296/zz7n76周台傑 (2006)。學習障礙者教育。載於許天威、徐享良、張勝成主編，新特殊教育通論(頁71-105)。臺北市：五南圖書。
林生傳 (2000)。教育社會學。臺北市：巨流。
林宏熾 (1999）。身心障礙者自我擁護與自我決策之探討。特殊教育季刊，73，1-13。林宏熾 (2000)。身心障礙者生涯規畫與轉銜教育。臺北市：五南圖書。
林明地（1999）。家長參與學校教育的研究與實際：對教育改革的啟示。教育研究資訊，7（2），61-79。林晨華 (2013)。臺中市國民中小學特殊教育班家長參與之研究。(未出版之碩士論文)。國立彰化師範大學特殊教育研究所，彰化縣。
林晨華 (2015)。從臺中市特殊教育評鑑探討IEP之運作。特殊教育季刊，136，19-26。林淑玟 (2012)。協助身心障礙學生做好就業轉銜準備。特殊教育季刊，125，1-8。林惠芬 (2006)。智能障礙者教育。載於許天威、徐享良、張勝成主編，新特殊教育通論(頁137-162)。臺北市：五南圖書。
林惠芬 (2016)。中學階段身心障礙學生家長參與和對子女的教育期望與子女學習表現關係之研究。特殊教育與復健學報，32，21-45。邱惠姿 (2009)。自我決策教學方案對國中重度多重障礙學生休閒決策能力之成效。(未出版之碩士論文)。國立高雄師範大學特殊教育研究所，高雄市。取自https://hdl.handle.net/11296/28t883
邱惠姿、李建承 (2009)。身心障礙者自我決策與轉銜實務之探究。特教論壇，7，34-41。侯世昌 (2002)。國民小學家長教育期望、參與學校教育與學校效能之研究(未出版之博士論文)。國立臺灣師範大學教育研究所，臺北市。取自https://hdl.handle.net/11296/wqqpbq侯世昌 (2007)。家長參與學校教育的意義與途徑。教育人力與發展雙月刊，24(2)，15-21。
胡永崇 (2018)。個別化教育計畫的理念與實施。臺北市：心理出版。
胡秀妁 (2015)。身心障礙者自我決策歷程：以一位妥瑞氏症者大學校園生活為例。惠明特殊教育學刊，2，173-187。
胡曼莉、林家繽 (2011)。推動高職特教班身心障礙學生就業轉銜所面臨的困境與其因應之道。特教園丁，26(3)，9-15。
孫若馨 (2016)。雙生涯家庭夫妻家庭角色分工與調適之研究(未出版之博士論文)。國立中正大學成人及繼續教育研究所。嘉義縣。取自https://hdl.handle.net/11296/229kx7徐享良 (2006)。家有特殊兒童與親職教育。載於許天威、徐享良、張勝成主編，新特殊教育通論(頁417-442)。臺北市：五南圖書。
徐泰毓 (2004）。影響國小志工家長參與行為與社會資本因素之研究─以新竹市為例（未出版之碩士論文）。國立新竹教育大學，新竹市。取自https://hdl.handle.net/11296/qsd5u6
翁鴻勳 (2011)。新北市國民小學特教班家長參與及特殊教育服務滿意度之相關研究(未出版之碩士論文)。國立臺北教育大學特殊教育學系，臺北市。取自https://hdl.handle.net/11296/5xv4b9
張如杏 (2007)。嚴重情緒障礙學生自我決策及其家庭餐與在轉銜服務歷程之探討-以又一村情障班個案為例(未出版之博士論文)。國立臺灣師範大學特殊教育學系，臺北市。取自https://hdl.handle.net/11296/34c265張茂源 （2005）。評析教育基本法有關家長教育選擇權之理論與實務。學校行政，36，148-158。
張茂源 (2008)。家長參與與親師合作。國教之友，59(2)，29-35。
張維修 (2017)。身心障礙學生家長權力行使現象之探討。臺灣教育評論月刊，6(4)，158-163。
教育部 (1997)。特殊教育法。
教育部 (1999)。教育基本法。
教育部 (2003)。家庭教育法。
教育部 (2007)。特殊教育法。
教育部 (2011)。高級中等以下學校身心障礙學生就讀普通班之教學原則及輔導辦法。
教育部 (2011)。國民教育法。
教育部 (2011)。教育部特殊教育諮詢會設置辦法。
教育部 (2012)。國民教育階段家長參與學校教育事務辦法。
教育部 (2012)。教育部特殊教育學生鑑定及就學輔導會組織及運作辦法。
教育部 (2013)。身心障礙及資賦優異學生鑑定辦法。
教育部 (2013)。身心障礙學生支持服務辦法。
教育部 (2013)。特殊教育法施行細則。
教育部 (2013)。高級中等以下學校特殊教育推行委員會設置辦法。
教育部 (2014)。十二年國民基本教育課程綱要總綱。教育部。
教育部 (2016)。高級中等學校學生申訴評議委員會組織及運作辦法。
許珠芬 (2017)。國小身心障礙學生轉銜能力之研究(未出版之博士論文)。國立高雄師範大學教育學系。高雄市。取自https://hdl.handle.net/11296/baqcyw許淑美 (2013)。高齡隔代教養祖父母生活壓力因應歷程之研究(未出版之碩士論文)。國立中正大學成人及繼續教育研究所。嘉義縣。取自https://hdl.handle.net/11296/5w4rcr
許銘容 (2004)。高職特教班教師對學生學習自我狀況之調查(未出版碩士論文)。國立臺灣師範大學特殊教育學系，臺北市。
郭春在 (2001)。高職特殊教育班學生家庭環境因素與其適應行為之相關性研究(未出版之博士論文)。國立彰化師範大學特殊教育研究所，彰化縣。郭靜晃 (2015)。親職教育—理論與實務。新北市：揚智文化。陳价盈 (2011)。國民小學中重度身心障礙學生家長對子女自我決策之態度與做法調查研究。(未出版之碩士論文)。國立臺南大學重度障礙研究所，臺南市。取自https://hdl.handle.net/11296/58dc7p
陳幸仁 (2008)。家長參與校務決策之微觀政治分析。國民教育研究學報，21，91-114。陳朝琴 (2006)。國民小學家長參與學校教育對教師教學效能影響之研究(未出版之碩士論文)。國立臺北教育大學教育政策與管理研究所，臺北市。取自https://hdl.handle.net/11296/397pnt
陳韻婷、趙本強 (2011)。國中智能障礙學生自我決策能力現況暨影響因素及支持情形之調查研究。特殊教育與復健學報，24，81-106。陳麗如 (2008)。教導身心障礙的學生自我決策技能。特殊教育季刊，107, 1-8。曾惠敏 (2008)。國中階段輕度智能障礙學生自我決策教學方案成效之研究(未出版之碩士論文)。中原大學教育研究所，桃園縣。取自https://hdl.handle.net/11296/kq7aaz
鈕文英 (2013)。邁向優質、個別化的特殊教育服務。臺北市：心理出版。
黃文慧 (2010)。身心障礙者與自我決策。特殊教育季刊，116，11-20。黃志雄 (2007)。特殊教育需求學生家長參與的涵義與重要性之探討。特殊教育叢書，9602。
黃志雄 (2011)。親師共同參與重度障礙學生個別化教育計畫之研究。特殊教育與復健學報，24，27-56。黃志雄、陳明聰 (2009)。親師合作。載於林寶貴主編，特殊教育理論與實務(頁395-448)。臺北市：心理出版。
黃柏華(2014)。高職資源班學生參與個別化教育計畫之行動研究(未出版之博士論文)。國立臺灣師範大學教育研究所，臺北市。取自https://hdl.handle.net/11296/sgqn8w黃美慧 (2011)。促進文化殊異家長參與特殊需求子女的轉銜，特殊教育季刊，121，56-62。黃淑婷 (2011)。身心障礙學生參與個別化教育計畫在增進自我決策能力的應用。國小特殊教育，52，96-103。黃莓富 (2018)。繪本教學對綜合職能科學生自我決策成效之研究(未出版之碩士論文)。國立彰化師範大學特殊教育研究所，彰化縣。取自https://hdl.handle.net/11296/h3c8yk
董冀輝 (2005)。做自己的主人：淺談身心障礙者自我決策的發展。台東特教，22，33-40。
趙本強 (2011a)。學齡階段身心障礙學生自我量表之編製。特殊教育學報，34，99-132。趙本強 (2011b)。提升高職特教班學生自我決策能力成效之研究－－從做中學之教學模式。特殊教育學報，33，93-124。趙本強 (2013)。高中職以下身心障礙學生自我決策能力之探究—跨性別、教育階段及障礙類別之分析研究。特殊教育學報，37，113-148。劉佩嘉 (2004a)。誰才是真正的作決定者：自我決策對重度身心障礙者之重要性。特殊教育季刊，92，32-36。劉佩嘉（2004b）。高中職特教班智能障礙學生自我決策之研究(未出版之碩士論文)。國立彰化師範大學特殊教育研究所，彰化縣。劉兼伯 (2017)。中等教育階段盲生定向行動能力與自我決策之調查研究(未出版之碩士論文)。國立臺南大學特殊教育學系碩士在職專班。臺南市。取自https://hdl.handle.net/11296/t89ktn
蔡采葳 (2010)。高中職身心障礙學生的生涯困境—以一位高職教師的觀點。特殊教育季刊，116，11-20。
蔡順清 (2012)。國小高年級學童、家長對教師專業之信任與學業成就關係之研究(未出版之博士論文)。國立高雄師範大學教育學系。高雄市。取自https://hdl.handle.net/11296/6bpe5w衛生福利部(2015)。身心障礙者權益保障法。
鄭淳智、林惠芬 (2008)。特殊教育學校高職部智能障礙學生家長倡議子女自我決策之研究。特殊教育學報，28，155~190。鄭雅薇 (2002)。智障者之正常青少年手足壓力及因應方式之研究。(未出版之碩士論文)。國立高雄師範大學特殊教育研究所，高雄市。取自https://hdl.handle.net/11296/279k94
賴韻曲、林惠芬(2013)。國中輕度智能障礙學生家長對子女自我決策想法與作法之研究。中華民國特殊教育學會年刊，45547，55-68。
謝志龍 (2014)。家長參與對國中學生教育成就之影響：社會資本的觀點。臺灣教育社會學研究，14(1)，93-134。二、英文部分
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Chu, S.-Y. (2018). Family voices: Promoting foundation skills of self-determination for young children with disabilities in Taiwan. Asia Pacific Education Review, 19(1), 91-101.Clark, C., & McDonnell, A. P. (2008). Teaching choice making to children with visual impairment and multiple disabilities in preschool and kindergarten classrooms. Journal of Visual Impairment & Blindness,102(7), 397-409.
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Epstein, J. L., (1995). School/Family/Community partnerships: Caring for the children we share. The Phi Delta Kappan, 76(9), 701-712.
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