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其他參考書目

(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.

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