一、中文部份
王天苗、許碧勳（民88）。特殊幼兒教育之研究與應用。載於幼兒教育研究的昨日、今日與明日--開創幼教新紀元學術研討會。台北：市立師院。
王天苗編著（民81）。特殊幼兒輔導手冊（二）--智能不足兒童輔導手冊。台灣師範大學教育研究所主編。
王志全（民84）。智能障礙者之社會技巧訓練。特教園丁，10卷，4期，5-11頁。王明源（民85）。淺談特殊兒童安置的新趨勢。特殊教育論文輯，國立台中師院特教中心印行，175-186頁。
田育芬（民76）。幼稚園活動室空間安排與幼兒社會互動關係之研究。台灣師範大學家政教育研究所碩士論文。行政院教育改革審議委員會（民85）。教改會總諮議報告書。
吳國淳（民78a）。教導中重度智能不足兒童社會技巧成效研究。師大教育研究所集刊，32期，421-447頁。
吳國淳（民78b）。教導中重度智能不足者社會技巧。國立政治大學教育研究所碩士論文。
吳淑美（民81)。發展遲緩幼兒在回歸主流教育安置下社會互動、社會地位及發展能力之研究。特殊教育學報，7期，45-83頁。吳淑美（民84）。探討遊戲訓練技巧、教育安置及教師行為對特殊幼兒社會互動之影響。國科會專題研究計畫：NSC84-2411-H134-007。
吳淑美（民87）。學前融合班教學理念篇。台北：心理出版社。
宋明君（民84）。淺談特殊兒童教育的回歸主流。特殊教育季刊，55期，17-21頁。李淑惠（民83）。幼稚園活動室互動行為之研究--角落與學習區之觀察。文化大學兒童福利研究所碩士論文。林聖曦（民87）。視障幼兒的遊戲行為的觀察研究--以一所啟明學校附幼為例。國科會專題研究計畫：NSC87-2413-H024-009。
林福雄（民81）。如何幫助就讀於普通班的智能不兒童。特殊教育季刊，44期，34-36頁。林翠湄譯（民84）。社會與人格發展。台北：心理出版社。
林寶貴、盧台華、賴文鳳、謝藍芝（民85）。學前合作學習實驗班八十四學年度工作報告。國立台灣師範大學特殊教育中心印行。
林寶貴、盧台華、賴文鳳、謝藍芝（民86）。學前合作學習實驗班八十五學年度工作報告。國立台灣師範大學特殊教育中心印行。
林寶貴、盧台華、賴文鳳、謝藍芝（民87）。學前合作學習實驗班八十六學年度工作報告。國立台灣師範大學特殊教育中心印行。
苗延威、張君玫譯（民87）。社會互動。台北：巨流圖書公司。
張秋珍（民81）。影響智能不足者人際關係之因素及因應之道。特殊教育季刊，44期，17-19頁。張翠娥（民85）。回歸主流式早期介入教育與幼兒社會能力發展之探究。幼兒教育年刊，9期，213-232頁。教育部（民87）。特殊教育法實行細則。
梁秋月（民80）。自閉症、智能不足與正常學齡前兒童溝通行為之比較研究。特殊教育研究學刊，8期，95-116頁。郭秀鳳（民85）。幼兒家長與幼教工作者對實施融合式幼兒教育意見之探討。台灣師範大學特殊教育研究所碩士論文。陳娟娟（民73）。學前兒童遊戲行為與社會互動─混齡與同齡編班之比較研究。文化大學兒童福利研究所碩士論文。陳淑敏（民85）。同儕互動與認知發展。國科會專題研究計畫：NSC85-2413-H153-001。
鈕文英、任懷鳴（民88）。特殊教育論文集（一）。國立屏東師院特殊教育中心印行，教育部特殊教育小組補助編印。
鄒啟蓉（民88)。發展遲緩幼兒在融合教育環境中社會行為表現研究。台灣師範大學特殊教育研究所博士論文。廖信達（民77）。受歡迎及被拒絕學前兒童與其同輩社會互動之研究。文化大學兒童福利研究所碩士論文。劉信雄、張蓓莉、王振德（民68）。生理殘障學生的自我觀念與適應。特殊教育叢書第17輯，國立台灣師範大學特殊教育中心印行。
蔡明富（民87）。美國融合教育評鑑成果之探討。國教之聲，31卷，4期，17-25頁。蔡淑玲（民87）。一位自閉症幼兒在融合教育政策實施下的狀況。台灣師範大學家政教育研究所碩士論文。蔡淑苓（民87）。幼兒同儕互動之研究--以一個幼稚園大班為例。台南女子技術學院學報，17期，169-189頁。
黎慧欣（民85）。國民教育階段教師與學生家長對「融合教育」的認知與態度調查研究。台灣師範大學特殊教育研究所碩士論文。盧明（民83）。特殊幼兒與遊戲。教師之友，35卷，2期，69-73頁。盧明、林菁（民85)。聽障幼兒與普通幼兒社會互動之研究。嘉義師院學報，10期，517-543頁。盧素碧（民73）。幼兒社會行為的發展。幼兒的發展與輔導。台北：文景出版社。
謝政隆（民87）。國小教育人員對完全融合模式之態度調查研究。國立台中師範學院國民教育研究所碩士論文。鍾梅菁（民88）。學前融合教育實施之探討。新竹師院學報，12期，381-395頁。
鍾鳳嬌（民86）。幼兒社會化歷程中社會能力之探討（II）。國科會專題研究計畫：NSC86-2413-H143-001。
蘇清守（民74）。回歸主流面臨的問題與解決的途徑。載於中華民國特殊教育學會、國立台灣師範大學特殊教育中心編印，展望新世紀的特殊教育，97-115頁。
蘇雪玉（民77）。學前障礙幼兒與一般正常幼兒混合就讀之效果-兩個個案研究。輔仁學報，22期，61-76頁。
蘇雪玉（民79）。「二位學前障礙幼兒與一般正常幼兒混合就讀之效果--一個個案研究探討」。台北：藝軒圖書出版社。
蘇雪玉（民80）。二位學前障礙幼兒與一般正常幼兒混合就讀之第一年追蹤報告。輔仁學報，25期，65-84頁。
蘇雪玉（民85）。障礙幼兒混合就讀之學校適應、學校環境及教師因應策略之探討。國科會專題研究計畫：NSC85-2413-H030-001。
蘇雪玉（民87）。障礙幼兒混合就讀計畫與學校適應。兒童福利，54期，17-21頁。
二、西文部份
Allen, K. E. (1992). The exceptional child: Mainstreaming in early childhood
education (2nd ed.). New York: Delmar.
Antia, S. D., Kreimeyer, K. H., & Eldredge, N. (1994). Promoting social
interaction between young children with hearing impairments and their peers.
Exceptional Children, 60, 262-275.
Bricker, D. (1995). The challenge of inclusion. Journal of Early
Intervention, 19(3), 179-194.
Brinker, R. P. (1985). Interactions between severely mentally retarded
students and other students in integrated and segregated public school
settings. America Journal of Mental Deficiency, 89, 587-594.
Buysse, V. & Bailey, D. B. (1993). Behavioral and developmental outcomes in
young children with disabilities in integrated and segregated settings:A
review of comparative studies. Journal of Special Education, 26, 434-461.
Cannella, G. S. (1993). Learning through social interaction: Shared
cognitive experience, negotiation strategies, and joint concept for young
children. Early Childhood Research Quarterly, 8, 427-444.
Diamond, K. E., Hestenes, L. L., & O’Connor, C. E. (1994). Integrating
young children with disabilities in preschool: Problems and promise. Young
Children, 49(2), 68-75.
Dunlop, K. H. (1980). Social interaction of exceptional and other children
in a mainstreamed preschool classroom. Exceptional Children, 47(2), 132-141.
Elliott, S. N. & Gresham, F. M. (1987). Children social skill:Assessment and
classification practices. Journal of Counseling and Development, 66, 96-99.
Erwin, E. J. (1993). Social participation of young children with visual
impairment in specialized and integrated environments. Journal of Visual
Impairment & Blindness, 87, 138-142.
Ferrell, D. R. (1990). Communicative interaction between normally developing
and handicapped preschool children: Identifying facilitative strategies.
Unpublished doctoral dissertation, University of Pittsburgh.
Fewell, R. R. & Oelwein, P. L. (1990). The relationship between time in
integrated environment and developmental gains in young children with
special needs. TECSE, 10(2), 104-116.
Giangreco, M., Dennis, R., Coninger, C., Edelman, S., & Schattman, R.
(1993). “I’ve counted Jon”: Transformational experiences of teachers
educating students with disabilities. Exceptional Children, 59(4), 359-372.
Guralnick, M. J. & Groom, J. M. (1987). Dyadic peer interactions of mild
delayed and nonhandicapped preschool children. American Journal of Mental
Deficiency, 92(2), 178-193.
Guralnick, M. J. & Groom, J. M. (1988). Friendships of preschool children in
mainstreamed playgroups. Developmental Psychology, 24, 595-604.
Guralnick, M. J. (1980). Social interaction among preschool children.
Exceptional Children, 41, 248-253.
Guralnick, M. J. (1990). Social competence and early intervention. Journal
of Early Intervention, 14, 3-14.
Guralnick, M. J. (1999). The nature and meaning of social integration for
young children with mild development delays in inclusive settings. Journal
of Early Intervention, 22, 70-86.
Guralnick, M. J., Connor, R. T., Hammond, M. A., Gottman, J. M., & Kinnish,
K. (1996). Immediate effects of mainstreamed settings on the social
interactions and social integration of preschool children. American Journal
on Mental Retardation, 100, 359-377.
Guralnick, M. J., Gottman, J. M., & Hammond, M. A. (1996). Effects of social
setting on the friendship formation of young children differing in
developmental status. Journal of Applied Developmental Psychology, 17,
625-651.
Hartup, W. W. (1983). Peer relations. Child Psychology, 4, 103-196.
Hartup, W. W. (1989). Social relationship and their development
significancs. American Psychologist, 44(2), 120-126.
Hauser-Cram, P., Bronson, M. B., & Upshur, C. C. (1993). The effects of the
classroom environment on the social and mastery behavior of preschool
children with disabilities. Early Childhood Research Quarterly, 8, 479-498.
Heward, W. L. & Orlansky, M. D. (1995). Exceptional children. New York:
Merrill.
Jenkins, J. R., Odom, S. L., & Speltz, M. L. (1989). Effect of social
integration on preschool children with handicaps. Exceptional Children, 55,
420-428.
Kopp, C. B., Baker, B. L., & Brown, K. W. (1992). Social skills and their
correlates: Preschools with development delays. American Journal on Mental
Retardation, 96, 357-366.
Lee, C. & Antia, S. (1992). A sociological approach to social integration of
hearing-impaired and normally hearing students. The Volta-Review, 95,
425-434.
Levy-Shiff, R. & Hoffman, M. A. (1985). Social behavior of hearing impaired
and normally-hearing preschoolers. British Journal of Educational
Psychology, 55, 111-118.
Mills, P. E. & Cole, K. N. (1998). Effects of differing levels of inclusion
on preschools with disabilities. Exceptional Children, 65, 79-90.
Nowell, R. & Innes, J. (1997). Educating children who are deaf or hard of
hearing: Inclusion. (ERIC Document Reproduction Service No. ED 414 675)
Odom, S. L. & Diamond, K. E. (1998). Inclusion of young children with
special needs in early childhood education: The research base. Early
Childhood Research Quarterly, 13(1), 3-25.
Odom, S. L. (2000). Preschool inclusion: What we know and where we go from
here. TECSE, 20(1), 20-27.
Odom, S. L., McConnell, S. R., & McEvoy, M. A. (1992). Social competence of
young children with disabilities. Baltimore:Paul H.Books.
Parker, J. G. & Asher, S. R. (1987). Peer relations and later personal
adjustment:Are low-sccepted children "At risk"? Psychological Bulletin, 102,
357-389.
Parsons, S. (1986). Function of play in low vision children (Part Ⅱ):
Emerging patterns of behavior. Journal of Visual Impairment & Blindness, 80,
777-784.
Phelp, M. A. (1993). Inclusion and integration and school climate. (ERIC
Document Reproduction Service No. ED 372 574)
Rogow, S. M. (1991). The dynamics of play: Including children with special
needs in mainstreamined early childhood programs. International Journal of
Early Childhood, 23(4), 50-57.
Schneekloth, L. H. (1989). Play environment for visually impaired children.
Journal of Visual Impairment & Blindness, 83, 196-201.
Shirin, D. A. & Kathryn, H. K. (1997). The generalization and maintenance of
the peer social behaviors of young children who are deaf or hard of hearing.
Language,Speech,and Hearing Services in Schools, 28, 59-69.
Smith, B. J. & Rose, D. F. (1994). Preschool Integration: Recommendations
for school administrators. Policy and practice in early childhood special
education series. (ERIC Document Reproduction Service No. ED 374 627)
Stoodard, K., Pike, C., & Thomasc, D. (1994). Integrating special-needs
children into a preschool setting. Journal of Early Intervention, 14,
291-296.
Strain, P. (1990). Least restrictive environment for preschool children with
handicaps: what we know, what we should be doing. Journal of Early
Intervention, 14(4), 291-296.
Strain, P. S. (1984). Social behavior patterns of nonhandicapped and develop
mentally disabled friend pairs in mainstream preschools. Analysis &
Intervention in Developmental Disabilities, 4(1), 15-28.
Tudge, J. (1992). Processes and consequences of peer collaboration: A
Vygotskian analysis. Child Development, 63, 1364-1379.
Venn, M. L., Fink, D. B., Hodden, S., & Fowler, S. A. (1994). Facilitating
inclusion in community settings: Creating environments that support the
communication and social interactions of young children. (ERIC Document
Reproduction Service No. ED 383 123)