1)中文部份
王淑霞(2001)。國中教育人員對於實施融合教育態度之研究。國立彰化師範大學特殊教育學系在職進修專班特殊教育行政碩士班碩士論文,未出版,彰化市。 王天苗(2003)。融合教育的實施。載於2003 特殊教育學術研討會會議手冊(37-41頁)。台北市:國立台灣師範大學。
王天苗(2001)。運用教學支援建立融合教育的實施模式:以一公立幼稚園的經驗為例。特殊教育研究學刊,21,27-51。 王淑霞(2001)。國中教育人員對於實施融合教育態度之研究。國立彰化師範大學特殊教育學系在職進修專班特殊教育行政碩士班碩士論文,未出版,彰化市。 江秋樺(2001)。融合教育的理念對注意力缺陷過動症兒童學校教育的衝擊。載於陳政見(主編),融合教育論文集(91-118 頁)。嘉義市:國立嘉義大學特殊教育中心。
何英奇(1990)。生命態度剖面圖之編製:信度與效度之研究。師大學報,35,71-94。 何東墀(2001)。融合教育理念的流變與困境。特教園丁,16(4),56-60。 沈六(1993)。多元文化教育的意識形態與理論。載於中國教育學會主編;多元文化教育。台北:台灣書店。
李慶良(2002)。美國1997年IDEA 修正案的研究。載於朱經明(主編),特殊教育論文集9101 輯(57-113 頁)。台中市:國立台中師範學院特教中心。
李慶良(1995)。美國保障身心障礙學生教育權力的法律基礎。國立台中師範學院初等教育研究集刊,3:161-179。
李惠藺(2001)。特教班教師支援融合班教師之行動研究-以台北市立師院實小附設幼稚園為例。國立台北師範學院特殊教育學系碩士論文,未出版,台北市。 吳淑美(1999)。融合教育的實施與困境。國教世紀,188,6-11。 林麗容(1999)。融合教育的實施方式及其相關的配合措施。國教輔導,38(3),19-22。 周台傑(1998)。特殊教育學生融合教育之探討。跨越社會的鴻溝-智障、情障、學障的問題與對策研討會會議實錄。台北市:行政院國家科學委員會。
周台傑(1998)。特殊教育學生融合教育之探討。跨越社會的鴻溝-智障、情障、學障的問題與對策研討會會議實錄。台北市:行政院國家科學委員會。
邱上真(2001)。普通班教師對特殊需求學生之因應措施、所面對之困境以及所需要之支持系統。特殊教育研究學刊,21,1-26。 侯麗玲(1986)。意義治療團體對教育學院大一新生生活目標輔導效果之研究。國立台灣教育學院輔導研究所碩士論文。 胡永崇(2001)。融合教育:意義、爭議與配合措施。載於陳政見(主編),融合教育論文集(21-40 頁)。嘉義市:國立嘉義大學特殊教育中心。
徐美蓮、薛秋子(2000)。融合教育教學模式-以自閉症兒童融入普通班為例。高雄市:復文。
秦麗花(2001)。破除融合教育的迷思,建立應有的正見。特教園丁,16(4),51-55。 陳政見(2001)。融合教育思想演進及個案實例。載於陳政見(主編),融合教育論文集(133-160 頁)。嘉義市:國立嘉義大學特殊教育中心。
陳金池(1996)。融合安置及其對特殊教育的啟示。教師之友,37(4),49-54。 陳國鎮(2000)。又是人間走一回—生命的起承轉合。2005年4月16日。取自http://www.thinkerstar.com.tw/newidea/chenkl.html.
教育部(1995)。中華民國身心障礙教育白皮書-充分就學、適性發展。台北:教育部。
張海清(2001)。從教師的觀點談學校行政對「融合教育」的支援。特教園丁,16(3),15-19。 鈕文英、邱上真、任懷鳴、林淑玲、莊竣博(2000)。國小階段實施融合教育可行模式之研究。教育部專題研究計畫成果報告,教育部特殊教育小組。
游�琱s譯(1987),Vitor E Frankl著。生命的主題。台北:書康。
黃瑛綺(2002)。國小融合班級教師教學困擾之研究。國立台東師範學院國民教育研究所碩士論文(未出版)。 傅偉勳(1993)。死亡的尊嚴與生命的尊嚴。台北:正中書局。
彭慧玲(2002)。國小普通班教師對融合教育態度之研究。國立台中師範學院進修暨推廣部國民教育研究所特殊教育教學碩士學位班碩士論文,未出版,台中市。 楊瑞文(2002)。國民中學教師對聽覺障礙學生融合教育的認知與支持度之研究。國立彰化師範大學特殊教育學系碩士論文,未出版,彰化市。 甄炳炫(2002)。資源班教師在融合教育趨勢下的角色調整與自我期許。屏師特殊教育,3,50-57。 趙可式、沈錦會譯(2001)。活出意義來從集中營說到存在主義,第四版。台北:光啟社。
鄭雅莉(2001)。台灣幼稚園教師與家長對融合教育的看法。屏東師院學報,15,259-292。
鄭麗月(1999)。從特殊兒童的融合教育談學校行政的配合。特教新知通訊,6(1),1-4。 蔡明富(1998)。談融合教育下教師與家長所面臨之問題及其啟示。教師之友,39(2),62-69。 黎慧欣(1996)。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。國立台灣師範大學特殊教育研究所碩士論文,未出版。台北市。 蘇燕華(2000)。融合教育的理想與挑戰-國小普通班教師的經驗。國立台灣師範大學特殊教育學系碩士論文,未出版,台北市。 2)外文部份
Brownell, M. T., & Pajares, F. (1999). Teacher efficacy and perceived success in mainstreaming students with learning and behavior disabilities. Teacher Education and Special Education, 22(3), 154-164.
Bulka,R.P.(1979).The quest for ultimate meaning: Principles and application of logptherapy. New York: Philosophical Library.
Chiang, L. H. (1999). Secondary teachers’ perceptions of regular education initiative. ( ERICDocument Reproduction Service NO. ED 439552 )
Cook, B. G., Semmel, M. I., & GerberM. M. (1999). Attitudes of principles and special education teachers toward the inclusion of students with mild disabilities--critical differences of opinion. Remedial and Special Education, 20(4), 199-207.
Dyck, N., Sundbye, N., & Pemberton, J. (1997). A recipe for efficient co-teaching. Teaching Exceptional Children, 30(2), 42-45.
Ferguson, D. L., Ralph, G., & Katul, N. A. (1996). From ”special”educators to educators: The case for mixed ability groups of teachers in restructured schools. ( ERIC Document Reproduction Service No.ED405718 )
Fabry, J.B.(1988).Guideposts to meaning: Discovering what really matters. Okland, CA: New Harbinger Publication, Inc.
Frankl,V.E.(1967).Psychotherapy and Existentialism: Selected Paper on ogotherapy. New York: Washington Square Press.
Frankl,V.E.(1965).The doctor and the soul: From psychotherapy to logotherapy.(2nd ed.). New York: Alfred A. Knopf, Inc.
Frankl,V.E.(1992).Man’s search for meaning: An introduction to logotherapy(4th ed.). Boston: Beacon Press.
Frankl,V.E.(1986).The doctor and the soul: From psychotherapy and logotherapy. New York:Vintase Broks.
Forest,M.,&Pearpoint,J.(1991).Two roads:Exclusion or Inclusion. Development Disabilities Bulletin,19(1),1-11
Fox, N. E., & Ysseldyke, J. E. (1997). Implementing inclusion at the middle school level: lessons from a negative example. Exceptional Children, 64(1), 81-98.
Foley, R. M., & Mundschenk, N. A. (1997). Collaboration activities and competencies of secondary school special educators: A national survey. Teacher Education and Special Education, 20(1), 47-60.
Frankl,V.E.(1988). The Will to Meaning:Foundations and Application of Logotherapy(2nd ed.).New York:New American Library.
Gettinger, M., Stoiber, K. C., Goetz, D., & Caspe, E. (1999). Competencies and traning needs for early childhood inclusion specialists. Teacher Education and Special Education, 22(1),41-54.
Giangreco, M. F., Dennis, R., Cloninger, C., Edelman, S., & Schattman, R. (1993). “ I’ve counted Jon”: Transformational experiences of teachers educating students with disabilities. Exceptional Children, 59(4), 359-372.
Gill, A.S.(1970). An appraisal of Viktor E. Frankl’s theory of logotherapy as a philosophical base for education. Unpublished doctoral dissertation, The American University.
Hedlud,D.E.(1977).Personal Meaning: Guidance The Problem of Education for Window. Personal and ce Journal.vol.55,no.10.
Heffernan,R.(1993).Serving students with disabilities ungeneral education:The partnership. Unpublished educational dissertation, University of San Diego State, California.
Kirk, S.A.,& Gallagher, J.J(1983).Educating exceptional children .Boston:Houghton Mifflin.
Kauffman, J. M.(1995).Inclusion of all students with emotional or behavior disorders?Let’s think again. Phi Delta Kappan,76(7),542-546.
Katul, N. A. (1995). Inclusion specialists: Are they really fostering inclusion? ( ERIC DocumentReproduction Service NO. ED 405717)
National Association of State Boards of Education [NASBE]. (1992). Winners all: A call forinclusive schools (October).
Klinger, J. K., & Vaghn, S. (2002). The changing roles and responsibilities of an LD specialist. Learning Disability Quarterly, 25, 19-31.
Leyser, Y. (2002). Choices of instructional practices and efficacy beliefs of Israeli general and special education: A cross-culture research initiative. Teacher Education and Special Education, 25(2), 154-167.
McLeskey, J., & Waldron, N. L. (2002). Inclusion and school change: Teacher perceptions regarding curricular and institutional adaptation. Teacher Education and Special Education, 25(1), 41-54.
McCormick, L., Loeb, D., & Schiefelbusch, R. L. (1996). Supporting children with communication difficulties in inclusive settings: school-based language intervention ( 3rded.). New Jersey: Prentice Hall.
Rabbi, E.A.& Grollman, D. D.(1977). Explaining death to children. Journal of School Heath,57(5),336-339。
Sailor,W.,Gee,K.,&Karasoff ,P.(1992)School restructuring and full inclusion(ERIC Document Reproduction Service NOED 365 050)
Stainback, S., Stainback, W., & Moravec, J. (1992). Using curriculum to build inclusive classrooms. In S. Stainback & W. Stainback (Eds.), Curriculum considerations in inclusiveclassrooms (pp. 65-83). Maryland: Paul H. Brookes.
Safford,P.L.&Rosen,L.A(1981).Mainstreaming:Application of a Philosophical perspective in an integrated kindergarden program. Topic in Early Childhood Special Education,1(2)1-10
Sapon-Shevin,M.(1992).Celebrating Diversity, Creating community: curriculum that honors and builds on differences. In Stainback,S.&Stainback,W.(1992)(eds.).Curriculum consideration in inclusions in inclusive classrooms: facilitating learning for all students,19-36.Blatmore:Paul H. Brookes.
Stainback, W., & Stainback, S. (1990).The support facilitator at work. In W. Stainback & S.Stainback (Eds.), Support networks for inclusion schooling: Interdependent integrated education (pp.37-47). Baltimore: Paul H. Brookes.
Scruggs, T. E., & Mastropieri, M. A. (1996). Teacher perceptions of mainstreaming/ inclusion,1958-1995: A research synthesis. Exceptional Children, 63(1), 59-74.
Stainback, W., & Stainback, S. (1989). Common concern regarding merger. In S. Stainback, W.
Salend, S. J. (1998). Effective mainstreaming--Creating inclusive classrooms (3rd ed). NewJersey: Prentice-Hall, Inc.
Stanovich, P. J. (1999). Conversations about inclusion. Teaching Exceptional Children, 31(6),54-58.
Yalom,I.D.(1980).Existential Psychotherapy. New York: Basic book.
Ysseldyke, J. E., Algozzine, B., & Thurlow, M. L. (2000). Critical issues in special education (3rdEd). New York: Houghton Mifflin Company.
York,J.,&Vandercook,T.(1991).Desingning an integrated program for students with serve disabilities. Teaching Exceptional Children,23,22-28.