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一、中文部分
丁雪茵（1998）：從幼稚園到小學──讓孩子走的更穩健。國教世紀，179，21-25。
十二年國民基本教育特殊類型課程實施規範草案，教育部國民及學前教育署（2017）。
內政部（2016）: 發展遲緩兒童早期療育服務實施方案。檢索自https://goo.gl/zje4EC
王天苗（2005）：嬰幼兒綜合發展測驗之預測效度研究。特殊教育研究學刊，29，1-24。
王天苗、蘇建文、廖華芳、林麗英、鄒國蘇、林世華（1996）：嬰幼兒綜合發展測驗指導手冊。臺北市：國立臺灣師範大學特殊教育學系。
王欣宜、高宜芝（2007）：我國目前幼小轉銜之困境與相關影響因素探討。特殊教育現在與未來，9601，1-12。
王保進（2004）：多變量分析套裝程式與資料分析。臺北市：高等教育。
王珮玲（1992）：兒童氣質、父母教養方式與兒童社會能力關係之研究（未出版博士論文）。國立政治大學教育研究所，臺北市。
王筱蘭（2006）：學前特殊教育學生轉銜服務之研究──以進入國小普通班之聽障幼兒為例（未出版碩士論文）。國立臺東大學，臺東縣。
幼兒教育及照顧法，教育部國民及學前教育署（2018）。
白淑華（2003）：發展遲緩幼兒入小學轉銜服務之研究──以臺中縣一社會福機構之經驗為例（未出版碩士論文）。國立彰化師範大學，彰化縣。
吳伊雯（2000）：發展遲緩兒童家庭轉銜服務需求分析之研究：以臺北市為例（未出版碩士論文）。私立東吳大學，臺北市。
吳明隆（2003）：SPSS統計應用學習實務──問卷分析與應用統計。臺北市：知城。
吳明隆（2009）：結構方程模式－SIMPLIS的應用（第三版）。臺北市：五南
吳裕益（2009）：線性結構模式的理論與應用。未出版的手稿，國立高雄師範大學特殊教育學系。
李茂能（2006）：結構方程模式軟體Amos之簡介及其在測驗編製上之應用。臺北市：心理。
李承樺（2010）：家長、幼師與小一融合班級教師對特殊兒童入學準備能力觀點之比較（碩士論文）。檢索自https://hdl.handle.net/11296/kxft6p
李慧貞（2002）：學前啟聰班轉銜服務之研究──以回歸國小普通班之重度聽障兒童為個案（碩士論文）。檢索自https://hdl.handle.net/11296/2xtw53
身心障礙生涯轉銜服務整合服務方案，內政部社會司身心障礙福利科（2006）。
身心障礙者權益保障法，內政部社會司身心障礙福利科（2015）。
兒童及少年福利與權益保障法，內政部社會司身心障礙福利科（2015）。
協康會（2010）：兒童發展手冊。香港：協康會。
林月仙（2006）：以童書為媒介提升身心障礙兒童入學準備能力之成效分析。特殊教育研究學刊，31，1 - 22 。
林宏熾（1999）：身心障礙者轉銜教育與服務的回顧與前瞻。特教園丁，15（2），1-10。
林宏熾、黃湘儀（2009）：學前階段發展遲緩幼兒一般轉銜技能之研究。研究與實務的對話：2009特殊教育暨早期療育論文研討會論文集（1-26頁）。臺北市：臺北市立教育大學特殊教育中心。
林秀錦、王天苗（2004）：幼兒入學準備能力之研究。特殊教育研究學刊，26，89-108。
林秀錦、王天苗（2011）：特殊幼兒轉銜服務的協同行動研究。特殊教育研究學刊，36，2，1-26 。
邱皓政（2002）：社會與行為科學的量化研究與統計分析──SPSS中文視窗版資料分析範例解析（第二版）。臺北市：五南。
邱皓政（2011）：結構方程模式──LISREL 的理論、技術與應用（第二版）。臺北市：雙葉書廊。
施玠羽（2007）：幼兒就學準備度相關因素之研究（未出版碩士論文）。國立政治大學，臺北市。
洪怡君（2005）：父母對幼兒的學校準備度觀點與其教養行為之相關研究（未出版碩士論文）。國立臺北教育大學，臺北市。
胡永崇（2011）：從家長教育選擇權的觀點談障礙兒童暫緩入學與延長修業年限。 國小特殊教育，51，1-10。
孫扶志（2005）：幼小銜接中課程與教學的問題與因應策略成效之研究。朝陽人文社會學刊，3（1），59-130。
徐聯恩、鄭雅方（2008）：積極提升幼教品質：從幼小銜接到就學準備。幼教資訊，214，12-19。
特殊教育法，教育部特殊教育工作小組（2014）。
特殊教育法施行細則，教育部特殊教育工作小組（2014）。
特殊教育長期追蹤資料庫（無日期）：98學年度調查資料統計結果。檢索自http://snels.cycu.edu.tw/
袁麗珠（1997）：幫他走得更好──談幼稚園與小學課程的銜接。幼教資訊，83， 50-51。
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，教育部特教小組（2011）。
張英鵬（2007）：高雄市國民小學暫緩入學身心障礙學生與適齡入學身心障礙學生學習成效比較研究。檢索自http://ir.nptu.edu.tw/retrieve/20270/10_4.pdf
張郁雯（1997）：學習準備度評鑑計畫。教育部委託專案報告（編號：86-2413-H030-006）。行政院國家科學委員專題研究計畫成果報告，國立臺北教育大學教育學系。
張雅惠（2008）：發展遲緩兒童幼小轉銜準備能力相關問題之研究（未出版碩士論文）。國立臺中教育大學，臺中市。
郭生玉（1985）：心理與教育測驗。臺北市：精華。
陳正昌、程炳林、陳新豐、劉子鍵（2003）：多變量分析方法：統計軟體應用（第第三版）。臺北市：五南。
陳志榮（2018）：聽障學生融合教育的成功案例分享—中年級小安為例。2018 年兩岸三地溝通障礙學術研討會論文集（11-23頁）。臺北市：中華溝通障礙教育學會。
陳秀紋（2008）：兒童氣質、父母親教養態度與入學準備度關係之探討（碩士論文）。檢索自https://hdl.handle.net/11296/gun9v6
陳宛渝（2011）：幼兒園大班及小學一年級家長對特殊需求幼兒入國小準備能力觀點之探究（未出版碩士論文）。國立臺東大學，臺東縣。
陳美芳（2008）：身心障礙學生幼小轉銜後教師期望與父母期望之研究（未出版碩士論文）。國立彰化師範大學，彰化縣。
陳靜江、林幸台（2000）：發展智能障礙者職業輔導評量工具。行政院勞工委員會職業訓練局委託研究報告。
陳靜江、鈕文英（2008）：高中職階段身心障礙者轉銜能力評量表之編製。特殊教育研究學刊，33，1-20。
陳麗如、王文科、林宏熾（2001）：身心障礙者離校轉銜服務需求量表。臺北市：心理。
鈕文英（2003）：依據生態模式發展轉銜方案之過程。載於中華民國特殊學會（主編），特殊教育的危機與轉機──中華民國特殊學會2003年刊（15-38頁）。臺北市：編者。
鈕文英（2006）：國小融合班教師班級經營策略之研究。特殊教育學報，23，147-184。
鈕文英（2010）：轉銜評量在發展個別化轉銜計畫之應用探討。臺中教育大學學報：教育類，24(2)，129-149。
鈕文英（2013a）：邁向優質、個別化的特殊教育服務。臺北市：心理。
鈕文英（2013b）：研究方法與論文寫作（第二版）。臺北市：雙葉書廊。
鈕文英（2015a）：擁抱個別差異的新典範──融合教育（第二版）。新北市：心理。
鈕文英（2015b）：研究方法與論文寫作（二版修訂版）。臺北市：雙葉書廊。
鈕文英（2018）：質性研究方法與論文寫作（第二版）。臺北市：雙葉書廊。
鈕文英（2019）：分析歸納法的過程。未出版的手稿。
鈕文英、林月仙、黃慈愛（2003）：規劃融合安置之評估工具的發展研究。高雄師大學報，14，45-70。
鈕文英、陳靜江（2008）：高中職階段身心障礙者轉銜能力評量表編製。特殊教育研究學刊，33（1），1-20。
黃世鈺（1997）：幼小銜接方案教學活動設計。臺北市：五南。
黃世鈺（2000）：評量工具與教學方案──對幼小銜接教育的助益。幼教資訊，113，12-17。
黃芳銘（2006）：結構方程模式：理論與應用。臺北市。五南
黃柑（2009）：學前特殊需求兒童幼小轉銜入學能力準備對國小低年級學校適應之研究（未出版碩士論文）。國立台北教育大學，臺北市。
榮泰生（2007）：AMOS 與研究方法。臺北市：五南。
劉慈惠、丁雪茵（2007）：幼教人觀點探討小一生的幼小銜接。師大學報，53（2），131-167。
蔡昆瀛（2000）：融合教育理念的剖析與省思。國教新知，47 (1)，50-57。
蔡昆瀛（2011年10月）：早期療育幼兒轉銜。蘇慧菁 (主持人)，第十二屆國際發展遲遲緩兒童早期療育論文發表大會，國立臺灣大學。
蔡春美（1993）：幼稚園與小學銜接問題調查研究。臺北師院學報，6，665-730。
鄭青青（1998)：從幼稚園走向小學。幼教資訊，92，2-5。
鄭婷尹（2010）：小一新生應具備的基本能力之研究（未出版碩士論文）。國立臺東大學，臺東縣。
鄭麗珍（2003）：生態系統觀點。載於宋麗玉、曾華源、施教裕、鄭麗珍（主編），社會工作理論：處遇模式與案例分析（249-280頁）。臺北市：洪葉文化。
盧台華（2011）：從個別差異、課程調整與區分性教學的理念談新修訂特殊教育課程綱要的設計與實施。特殊教育季刊，119，1-6。
盧明（2011）：學前融合教育──理論與實務。臺北市：華都。
盧美貴（1993）︰幼稚園與小學課程銜接問題之研究。幼兒教育學報，2，215-246。
盧美貴（2003）：我國五歲幼兒基本能力與能力指標建構研究。教育部委託之專題研究成果報告（編號：F0036279）。臺北市立師範學院，臺北市。
羅文吟（2013）：探究新北市地區家長、國小普通班教師與特教教師針對學前特 殊需求幼兒入小一普通班門檻能力之看法（未出版碩士論文）。國立臺東大學，臺東縣。
鐘梅菁（2002）：學前教師困擾問題之研究──以融合班教師為例。新竹師院學報，15，429-452。
二、英文部分
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