1.中文部分
Baron-Cohen, S. and Bolton, P.著,劉美蓉譯,2000,自閉症的真相,台北,心理。
Best, S. and Kellner, D.著,朱元鴻、馬彥彬、方孝鼎、張崇熙、李世明譯,2002,後現代理論─批判的質疑,台北,巨流。
Denzin N.著,張君玫譯,2000,解釋性互動論,台北,弘智。
Foucault, M.著,王德威譯,1993,知識考掘學,台北,麥田。
Grandin, T. and Scariano, M. M.著,應小端譯,2000,星星的孩子,台北,天下。
Hayden, T. L.著,陳詩紘譯,2005,圍牆上的孩子,台北,新苗。
Said, E. W.著,王志弘、王淑燕、莊雅仲、郭菀玲、游美惠、游常山譯,2004,東方主義,台北,立緒。
Schopler, E.著,楊宗仁、張雯婷、江家榮合譯,2003,自閉症者家長實戰手冊,台北,心理。
Smart, B.著,國立編譯館主譯,1998,傅柯,台北,巨流。
毛榮富,1992,勾勒權力/知識之系譜的雕手:傅科,葉啟政主編,當代社會思想巨擘:當代社會思想家,158-187頁,台北,正中書局。
王姿元,2000,隨機教學法對自閉症兒童及其家長溝通行為效果之研究,彰化師範大學特殊教育研究所碩士論文。邱彥彬,1996,我被決定故我在?:論傅科與拉崗的主體觀,中外文學,第25卷,第5期,79-118頁。邱毓玲,2000,自閉症父母照顧需求之探討,東海大學社會工作所碩士論文。宋芳綺、謝璦竹,2002,上帝的寶石─天才自閉兒,台北,天下。
宋維村,1978a,幼兒自閉症的行為特徵與教育矯治,自閉症兒童的診治與輔導,台北市立師範專科學校,1-24頁。
宋維村,1978b,自閉症10問,健康世界,第30期,105-108頁。宋維村,1983,自閉症患者的成長過程,特殊教育季刊,第11期,5-9頁。宋維村,1993,幼兒自閉症的行為與教育矯治,教育部社會教育司。
宋維村,1994,自閉症診斷的演進及其在教育上的意義,教師天地,第73期,22-28頁。宋維村,2000,自閉症學生輔導手冊,教育部特殊教育小組主編,國立台南師範學院印製。
范燕燕,2000,精神病患者生活經驗與主體性之研究,國立陽明大學衛生福利研究所碩士論文。吳欣蕙,2004,焦點解決短期諮商對自閉症兒童母親的賦能效果,暨南國際大學輔導與諮商研究所碩士論文。吳佳賢,2001,學前自閉症兒童主要照顧者照顧負荷、社會支持與心理健康之相關研究,暨南國際大學社會政策與社會工作所碩士論文。洪蘭,2000,不要放棄他!,星星的孩子,台北,天下,I-VI頁。
姚人多,2000a,論傅科的《主體與權力》:一個批判性的導讀(上),當代,第150期,126-133頁。姚人多,2000b,論傅科的《主體與權力》:一個批判性的導讀(下),當代,第150期,108-133頁。姚人多,2002,傅科的工具箱:權力篇,當代,第175期,70-83頁。
姜忠信、宋維村,2001,自閉症的精神病理學:回顧與前瞻,台灣精神醫學,第15卷,第3期,2-17頁。
姜忠信、宋維村,2002,學齡前自閉症兒童相互注意協調能力的發展,中華心理衛生學刊,第1期,29-46頁。柯善程,2004,當世界變臉之後─以文化為文本的觀點來看醫病同謀之敘事研究,暨南國際大學輔導與諮商研究所碩士論文。胡致芬,1987,國小一年級自閉症兒童學校適應之研究,國立台灣師範大學特殊教育研究所博士論文。施清嵐,2003,台北市高職特教班自閉症學生學校適應之研究,國立台灣師範大學特殊教育研究所碩士論文。倪志琳,1998,結構教學法對學齡前自閉症兒童學習成效之研究,國立台灣師範大學特殊教育研究所博士論文。曹純瓊,1999,鷹架式語言教學對國小高功能自閉症兒童口語表達能力學習效果研究,國立台灣師範大學特殊教育研究所博士論文。常善媚,2002,自閉症青少年母親的枷鎖,國立成功大學護理所碩士論文。陳秀美,2002,線上教學應用於自閉兒語言教學之研究,大葉大學工業工程所碩士論文。陳秀鳳,2004,走出孤獨─成功輔導自閉兒,台北,一家親文化。
陳炎輝、張麗玲,2004,生命如何轉彎─自閉兒陳暘與家人的奮鬥故事,台北,正中書局。
陳映羽,2004,鷹架式遊戲團體對低功能自閉症兒童溝通能力影響之研究,國立台東大學教育研究所碩士論文。陳淑芬,2004,整合性遊戲團體對增進高功能自閉症兒童口語溝通能力之研究,台北市立師範學院身心障礙教育研究所碩士論文。陳惠萍,2002,常體之外─『殘障』的身體社會學思考,東海大學社會所碩士論文。陳薈卉,2001,自閉症患者的就業適應─星兒的就業故事,國立台灣師範大學特殊教育研究所碩士論文。許澤銘,1978,自閉症兒童輔導,自閉症兒童的診治與輔導,台北市立師範專科學校,69-82頁。
黃淑賢,2002,復原力對自閉症兒童家長心理調適影響之研究,暨南國際大學輔導與諮商研究所碩士論文。楊大春,1995,傅柯,台北,生智。
蔡榮任,2001,一種傅柯權力技術的歷史性建構─從台灣日治時期神社到戰後忠烈祠,成功大學建築研究所碩士論文。鄭信雄,1978,自閉症孩童治療的研究,自閉症兒童的診治與輔導,台北市立師範專科學校,54-68頁。
劉淑貞,2003,成語教學方案對自閉症學生閱讀及溝通能力 增進之研究,國立台東大學教育研究所碩士論文。劉毓芬,2003,破繭而出的意義─一位自閉症兒童的母親之心理歷程,國立台灣師範大學特殊教育研究所碩士論文。賴銘次,2000,特殊兒童異常行為之診斷與治療,台北,心理。
謝素真,2000,支持團體對自閉兒母親生活品質之影響及團體歷程分析,國立成功大學護理所碩士論文。瞿欣,2006,肯納園,一個愛與夢想的故事,台北,心靈工坊。
羅汀琳,2004,圖片兌換溝通系統對中度自閉症兒童溝通行為成效之研究,國立高雄師範大學特殊教育學系碩士論文。蘇峰山,1997,權力/知識/主體:Foucault批判思考的基本問題架構,東吳哲學學報,第2期,209-218頁。關啟文,2000,傅科的權力/真理觀:批評與回應,社會理論學報,第3卷,第2期,305-336頁。2.英文部分
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Carlson, L. (2001). Cognitive ableism and disability studies: feminist reflections on the history of mental retardation, Hypatia, 16(4): 124-146.
Coors, M. E. (2003). A Foucauldian foray into the new genetics, Journal of Medical Humanities, 24: 279-289.
Fopp, R. (2003). Increasing the Potential for Gaze, Surveillance and Normalisation: the transformation of an Australian Policy for People who are homeless, Surveillance & Society, 1(1): 48-65.
Foucault, M. (1979). Discipline and Punish—The Birth of The Prison. New York: Vintage Books.
Foucault, M. (1980a). Two lectures. In C. Gordon (Ed.), Power/knowledge: Selected interviews and other writings (pp.78-108).New York: Pantheon Books.
Foucault, M. (1980b). History of Sexuality. New York: Vintage Books.
Foucault, M. (1984a). Truth and power. In P. Rabinow (Ed.), The Foucault reader (pp. 51-75). New York: Pantheon Books.
Foucault, M. (1984b). Nietzsche, Genealogy, History. In P. Rabinow (Ed.), The Foucault reader (pp. 76-100). New York: Pantheon Books.
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Frith, U. (2003). Autism: explaining the enigma, Blackwell.
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Gastaldo, D. and Holmes, D. (1999). Foucault and nursing: a history of the present, Nursing Inquiry, 6: 231-240.
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Gibson, T. (2001). Nurses and medication error: a discursive reading of the literature, Nursing Inquiry, 8(2): 108-117.
Gilbert, T. (1995). Nursing: empowerment and the problem of power, Journal of Advanced Nursing, 21: 865-871.
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Gurney, C. (1999). Pride and Prejudice: Discourses of Normalisation in Public and Private Accounts of Home Ownership, Housing Studies, 14(2): 163-183.
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Lyotard, Jean-François (1991), The Postmodern Condition: A Report on Knowledge, Minneapolis: University of Minnesota Press.
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Paul, J., French, P, and Cranston-Gingras, A. (2001). Ethics and special education, Focus on Exceptional Children, 34(1): 1-16.
Paul, P. and Ward, M. (1996). Inclusion Paradigms in Conflic, Theory into Practice, 35(1): 4-11.
Perron, A., Fluet, C., and Holmes, D. (2004). Agents of care and agents of the state: bio-power and nursing practice, Journal of Advanced Nursing, 50(5): 536-544.
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Roberts, M. (2005). The production of the psychiatric subject: power, knowledge and Michael Foucault, Nursing Philosophy, 6: 33-42.
Rosenfield, S. (1997). Labeling mental illness: the effects of received services and perceived stigma on life satisfaction, American Sociological Review, 62(4): 660-672.
Russell, S. (2001). Witchcraft, geneology, Foucault, British Journal of Sociology, 52(1): 121-137.
Tamboukou, M. (1999). Writing genealogy: an exploration of Foucault’s strategies for doing research, Discourse: studies in the cultural politics of education, 20(2): 201-217.