(一) 特殊教育需要
何華國 (1995)。《特殊兒童心理與教育》。台北:五南圖書出版 公司。
王文科主編 (1997)。《特殊教育導論》修訂版。台北:心理出 版社。
鄧廣威、曾婉媚、陳瑞堅合編 (1997)。《因材施教:教育上的 特殊需要》。香港:香港公開進修學院出版社。
Cowne, E. (1998). The SENCO handbook: working within a whole-school approach. London: David Fulton Publishers.
Friend, M. and Cook, L. (2000). Interactions: collaboration skills for school professionals. New York: Longman.
Gibb, G. S. and Dychesm, T. T. (2000). Guide to writing quality individualized education programs: what's best for students with disabilities? Boston: Allyn and Bacon.
Heward, W. L. (2000). Exceptional children – an introduction to special education, 6th Ed. New Jersey: Prentice Hall.
Lorenz, S. (1998). Effective in-class support: the management of support staff in mainstream and special schools. London: David Fulton Publishers.
Taylor, R. L. (2000). Assessment of exceptional students:
educational and psychological procedures. Boston: Allyn and Bacon.
Vahid, B., Harwood, S. and Brown, S. (1998). 500 tips for working with children with special needs. London:
Kogan Page.
(二) 聽覺受損
林寶貴 (1994)。《聽覺障礙教育與復健》。台北:五南圖書出版 公司。
Powers, S., Gregory, S., Lynas, W., McCracken, W., Watson, L., Boulton, A. and Harris, D. (1999). A review of good practice in deaf education. London: RNID.
Ross, M. (Ed.) (1990). Hearing impaired children in the mainstream. Maryland: York Press.
(三) 視覺受損
萬明美 (1996)。《視覺障礙教育》。台北:五南圖書出版公司。
Dawkins, J. (1991). Models of mainstreaming for visually impaired pupils – studies of current practice with guidelines for service development (Vol. 1 & 2). London:
HMSO.
Sacks, S. Z. and Silberman, R. K. (Eds.) (1998). Educating students who have visual impairments with other disabilities. Baltimore: Paul H. Brookes Pub. Co.
Trief, E. (1998). Working with visually impaired young students - curriculum guide for 3 to 5 year olds.
Springfield: Charles C Thomas Publisher Ltd.
(四) 身體弱能
曾進興譯 (1996)。《腦性痳痺與溝通障礙》。台北: 心理出版社。
Bigge, J. L., Best, S. J. and Heller, K. W. (2001). Teaching individuals with physical, health, or multiple disabilities. New York: Merrill Prentice Hall.
(五) 弱智
Henley, M., Ramsey, R. S. and Algozzine, R. F. (1999).
Characteristics of and strategies for teaching students with mild disabilities. Boston: Allyn and Bacon.
Hickson, L., Blackman, L.S., REIS, E.M. (1995). Mental retardation - foundations of educational programming.
London: Allyn and Bacon.
Lorenz, S. (1998). Children with Down’s Syndrome: a guide for teachers and learning support assistants in mainstream primary and secondary schools. California:
McGraw Hill.
Thomas, G. E. (1996). Teaching students with mental retardation: a life goal curriculum planning approaches.
Englewood Cliffs, NJ: Prentice Hall.
(六) 情緒及行為問題
Danforth, S. and Boyle, J. R. (2000). Cases in behaviour management. Columbus, Ohio: Prentice Hall.
Maag, J. W. (1999). Behaviour management: from theoretical implications to practical applications.
London: Singular Publishing Group, Inc.
Martin, G. and Pear, J. (1999). Behaviour modification: what it is and how to do it. Upper Saddle River, N.J.:
Prentice Hall.
Miltenberger, R. G. (1997). Behaviour modification:
principles and procedures. New York: Brooks/Cole Publishing Company.
Tattum, D. P. (Ed.). (1986). Management of disruptive pupil behaviour in school. Chichester: John Wiley & Sons.
(七) 專注力不足及過度活躍
Green, C. and Chee, K. (1997). Understanding ADHD. New Zealand: Doubleday.
Holowenko, H. (1999). Attention deficit/hyperactivity disorder – a multidisciplinary approach. London: Jessica Kingsley Publishers.
Strichart, S.S., Manrum II, C. T. and Iannuzzi, P. (1998).
Teaching study skills and strategies – to students with learning disabilities, attention deficit disorders, or special needs, 2nd Ed. London: Allyn and Bacon.
(八) 自閉症
Cumine, V., Leach, J. and Stevenson, G. (1998). Asperger syndrome: a practical guide for teachers. London: David Fulton Publishers.
Jordan, R. and Powell, S. (1995). Understanding and teaching children with autism. Chichester: John Wiley and Sons Ltd.
Leicester City Council and Leicestershire County Council (1998). Asperger syndrome – practical strategies for the classroom: a teacher’s guide. London: The National Autistic Society.
(九) 溝通困難
Dodge E. P. (1998). Communication lab 1: a classroom communication program. San Diego: Singular Publishing Group, Inc.
MacKay, G. and Anderson, C. (Eds.) (2000). Teaching children with pragmatic difficulties of communication:
classroom approaches. London: David Fulton Publishers.
Merritt, D. D. and Culatta, B. (1998). Language intervention in the classroom: school age children series. San Diego:
Singular Publishing Group, Inc.
Nelson, N. W. and Hoskins, B. (1997). Strategies for supporting classroom success: focus on communication.
An audio workshop. San Diego: Singular Publishing Group, Inc.
Naremore, R. C., Densmore, A.E. and Harman, D.R. (1995).
Language intervention with school-aged children:
conversation, narrative, and text. San Diego: Singular Publishing Group, Inc.
Ripley, K., Barrett, J. and Fleming, P. (2001). Inclusion for children with speech and language impairments:
assessing the curriculum and promoting personal and social development. London: David Fulton Publishers.
Dockrell, J. and Messer, D. (1999). Children’s language and communication difficulties: understanding, identification, and intervention. London: Cassell.
(十) 讀寫困難
黎程正家 (1999)。《克服孩子的閱讀障礙》。香港:突破出版社。
Birsh, J. R. (Ed.) (1999). Multisensory teaching of basic language skills. Baltimore, Md.: P.H. Brookes Pub.
Ott, P. (1997). How to detect and manage dyslexia: a reference and resource manual. Oxford: Heinemann.
Pollock, J. and Waller, E. (1997). Day-to-Day Dyslexia in the Classroom. London: Routledge.
Sanders, M. (2001). Understanding dyslexia and the reading process: a guide for educators and parents. Boston:
Allyn and Bacon.
Smythe, I. (Ed.). (2001). The Dyslexia Handbook 2001.
Reading: British Dyslexia Association.
Stowe, C. M. (2000). How to reach & teach children & teens with dyslexia. West Nyack, N.Y.: The Centre for Applied Research in Education.
(十一) 資優
陳龍安(1984)。《創造思考教學的理論與設計》。台北:心理出 版社。
毛連塭(1996)。《資優教育—課程與教學》。台北:五南圖書出 版有限公司。
李德高(1996)。《資賦優異兒童課程設計》。台北:五南圖書出 版有限公司。
中華資優教育學會主編 (2000)。《資優教育的全方位發展》。台 北: 心理出版社股份有限公司。
Espeland, P. (Ed.) (2001). Teaching gifted kids in the regular classroom: strategies and techniques every teacher can use to meet the academic needs of the gifted and talented. Minneapolis, MN: Free Spirit Pub.
Lisovskis, M. (Ed.) (1997). Teaching young gifted children in the regular classroom: identifying, nurturing, and challenging ages 4-9. Minneapolis, MN: Free Spirit Pub.
Renzulli, J.S. (Ed.) (1986). Systems and Models for Developing Programs for The Gifted and Talented.
Connecticut: Creative Learning Press, Inc.
Van T. J. (1994). Comprehensive Curriculum for Gifted Learners, 4th Ed. London: Allyn & Bacon.