壹、中文部分
內政部(民90年9月)。九十年九月底領有身心障礙手冊者人數之年齡統計。台北市:內政部。民國91年3月2日,取自:http://www.moi.gov.tw/。
內政部(民91)。身心障礙者保護法暨相關法規彙編。臺北市:作者。
王華沛(民86)。肢體障礙者就業就學之科技支援。發表於身心障礙者就學就業之科技支援研討會。
朱柔若(譯)(民89)。社會研究方法:質化與量化取向。臺北市:楊智。(原著出版年:1997)
行政院衛生署(民88)。身心障礙分級。行政院衛生署。
何華國(民84)。特殊兒童心理與教育(2版)。臺北市 : 五南。
何榮桂(民84)。日本中等學校與特殊學校學校資訊教育概況。資訊與教育雜誌,46,13-22。吳明隆(民82)。國民小學學生電腦態度及其相關因素之研究。國立高雄師範大學教育研究所碩士論文,未出版,高雄市。吳明隆(民86)。國小學生數學學習行為與其電腦焦慮、電腦態度關係之研究。國立高雄師範大學教育研究所博士論文,未出版,高雄市。
吳明隆(民89)。SPSS統計應用實務。台北市:松崗。
吳武典(民83)。殘障朋友在人力資源開發與配合措施。特殊教育季刊,51,1-8。周二銘、黃慶鑽、黃瑞瑛(民86)。遠距教學在殘障者居家職訓中之運用─以重度脊髓損傷者為例。就業與訓練,15(2),28-31。周二銘、黃慶鑽、黃瑞瑛、劉建仁(民85)。重度脊髓損傷者居家電腦職訓研究。行政院勞工委員會職業訓練局。
林弘昌(民84)。肢體障礙者就業所需之職業能力調查研究。國立台灣師範大學工程科學研究所碩士論文,未出版,台北市。林宏熾(民85)。殘障者的生涯職業訓練與就業輔導。特教教育季刊,61,1-12。
林承瑤(民86)。遠距教學在肢體障礙與身體病弱學生教育之應用。特殊教育季刊,65,34-36。林珊如、劉旨峰、袁賢銘(民90)高職生電腦態度之研究:以臺北市一所公立高職為例。資訊與教育雜誌,84,44-53。林曉妮(民86)。電腦態度與電腦素養的影響因素探討―小學生的實地實驗研究。國立中央大學資訊管理研究所碩士論文,未出版,桃園縣。
林寶貴(譯)(民75)。特殊兒童心理與教育新論。臺北市 : 五南。
信世昌(民89)。遠距教育的反思:社會需求、定位及實際方向。教學科技與媒體,49,21-26。洪志成(主編)(民89)。教學原理。高雄市:麗文。
徐享良(民82)肢體傷殘與身體病弱兒童。載於特教園丁雜誌社(主編),特殊教育通論:特殊兒童的心理及教育(261-296頁),臺北市 : 五南。
馬吉男(民90)。居家脊髓損傷病患主要照顧者負荷及需求之探討。台北醫學大學醫學研究所碩士論文,未出版,台北市,65-76。張春興(民85)。教育心理學 : 三化取向的理論與實踐。臺北市:東華書局。
教育部特殊兒童普查執行小組(民82)。中華民國第二次特殊兒童普查報告。台北:教育部教育研究委員會。
教育部特殊教育通報網(民91年5月13日)。高中職教育階段概況。民91年5月20日,取自:http://www.set.edu.tw/ frame.asp
郭為藩(民78)。特殊兒童心理與教育(2版)。臺北市:文景。
陳正昌等人(譯)(民85)。教學設計原理。臺北市:五南。
陳郁仁(民90)。無障礙全球資訊網置準則之驗證分析。國立高雄師範大學工教所碩士論文,未出版,高雄市。楊國樞、文崇一、吳聰賢、李亦園(民77)。社會行為科學研究法(11版)。臺北市:東華。
貳、英文部分
Anderson, M. D. & Hornby, P. A. (1996). Computer attitudes and the use of computer in psychology course. Behavior Reach Method. Instruments, & Computers, 28, 341-346.
Bricout, J. C. (2001). Making computer-mediated education responsive to the accommodation needs of student with disabilities. Journal of Social Work Education, 37(2), 267-281.
Dais, P., Gomes, M. J., Correai A. P.(1999). Disorientation in hypermedia environments: mechanisms to support navigation. Journal of educational computing research, 20(2), 93-117.
Dick, W. and L. Carey (1996). The systematic design of instruction
(4th ed.). New York: Harper Collins.
Fichten, C. S., Asuncion, J. V., Barile, M., Fossey, M., Simone, C. de. (2000). Access to educational and instructional computer technologies for post-secondary students with disabilities: lessons from three empirical studies. Journal of Educational Media, 25(3), 179-201.
Fichten, C.S., Barile, M., Asuncion, J.V. (1999). Learning technologies: Students with disabilities in postsecondary education. Project Adaptech. Final report to the Office of Learning Technologies, Spring. Ottawa: Human Resources Development Canada. (Eric Document Reproduction Service ED 433625 EC 37369).
Flottemesch, K. M. (2000). Interacting with students with disabilities: an examination of communication behaviors in distance learning environments. Unpublished doctoral dissertation, University of Idaho.
Gagne, R., Briggs, L., Wager, W. (1992). Principles of Instructional Design (4th Ed.). Fort Worth, TX: HBJ College Publishers.
Horton, S. (2000). Web teaching guide : a practical approach to creating course Web sites. New Haven: Yale University Press.
Jonassen, D.H. & Grabowski, B. (1993). Individual differences and instruction. New York: Allen & Bacon.
Kay, R. H. (1993). An exploration of theoretical and practical foundations for assessing attitudes toward computers: the computer attitude measure. Computers in Human Behavior, 9, 371-386.
Kemp, J.E., Morrison, G.R. & Ross, S.M. (1998). Designing Effective Instruction(2nd ed.). Upper Saddle River NJ, Prentice Hall.
Kruse, D. L. & Krueger, A. (1995). Disability, employment and earnings in the Dawn of the Computer Age--Executive Summary. Bureau of Economic Research, Rutgers University.
Kruse, D. L. (1998). Demographic, income, and health care
characteristics, 1993. Monthly Labor Review, 121(9), 13-22.
Loyd, B. H. & Gressard, C. P. (1984). Reliability and factorial validity of computer attitude scales. Educational and Psychological Measurement, 44(2), 501-505.
Loyd, B. H. & Gressard, C. P. (1985). The reliability and validity of an instrument for the assessment of computer attitudes. Educational and Psychological Measurement, 45(4), 903-908.
Macfarlane, C. & Smaldino, S. (1997). The electronic classroom at a distance. In R. Rittenhouse & D. Spillers (Eds.), Modernizing the curriculum: The electronic classroom. Springfield, MO: Charles Thomas Publishers.
Moore, M.G. & Kearsley, G.. (1996). Distance education: a systems view. Belmont, CA: Wadsworth.
Munger, G. F. & Loyd, B. H. (1989). Relation of self-efficacy beliefs to academic outcomes: a meta-analytic investigation. Journal of Counseling Psychology, 38, 343-350.
Passerini, K. & Granger M.J. (2000). A developmental model for distance learning using the Internet. Computer & Education, 34, p1-15.
Reeves, T.C. & Brackett F. (1998). User characteristics checklist. Retrieved April 20, 2002, from the World Wide Web: http://mine1.narc.gatech.edu/mm_tools/ucc.html
Seels, B. & Glasgow, Z. (1990). Exercises in instructional design.
Columbus, OH: Merrill Publishing Company.
Stanton, D., Foreman, N., & Wilson, P. (1997). Virtually there (Special Feature). Special Children, April, 26-27.
Tessmer, M. (1990). Environmental analysis: a neglected stage of
instructional design. Educational Technology Research and Development, 38(1), 55-64.
Tessmer, M. and R.C. Richey. (1997). The role of context in
learning and instructional design. Educational Technology Research and Development, 45(2), 85-115.
Tuovinen, J. E. (2000). Optimizing student cognitive load in computer education. Paper presented at the Australasian computing education conference, Melbourne, Australia.
Wolfe, C. R. (2001). Learning and teaching on the World Wide Web. San Diego, CA: Academic Press.
World Wide Web Consortium. (1999, May 5). Web Content Accessibility Guidelines 1.0. Retrieved March 3, 2002, from the World Wide Web: http://www.w3.org/TR/WAI-WEBCONTENT/.