中文部份
王千倖（民88）。合作學習和問題導向學習－培養教師及學生的科學創造力。教育資料與研究，28，31-39。王天苗（民90）。運用教學之元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。王天苗（民92）。特殊教育相關專業團隊服務作業手冊。台北市：教育部特殊教育工作小組。
王岱伊（民91）。小組合作學習策略之研究。國立交通大學資訊科學研究所碩士論文。王武義（民94）。高雄市身心障礙教育專業團隊服務現況及其成效之研究。國立中山大學高階公共政策碩士班碩士論文。王淑俐（民94）。「團隊合作」是需要學習的功課。台灣教育，643，46-48。
王嘉葦（民89）。早期療育專業團隊服務型態與心智發展障礙幼兒家庭需求之整合及其相關問題研究。國立臺南師範學院特殊教育學系碩士論文。
先鋒企管出版部編譯（民92）：齋藤嘉則原著。問題解決專家：策略性問題解決的「思考與技術」。桃園市：和昌。
江偉堃（民92）。特殊教育專業團隊運作現況及需求之研究。國立台中師範學院國民教育研究所碩士論文，未出版，台中市。
李立泰（民91）。朱利安尼的五項領導原則。師友，425，39-40。
汪宜霈、王志中（民91）。高雄市身心障礙兒童專業團隊中之職能治療。職能治療學會雜誌，20，75-94。李重毅（民92）。國中資源班教師參與團隊合作所需專業知能之調查研究。彰化師範大學特殊教育研究所碩士論文。何素華（民85）。國小普通班和啟智班兒童合作學習效果之研究。台北市：文景。
吳國雄（民95）。認知型態對職業學校工業類科學生問題解決態度與邏輯思考能力之研究。國立彰化師範大學工業教育與技術學系碩士論文，未出版，彰化市。李園會（民89）。兒童權利公約。台北市：內政部兒童局。
吳麗寬（民89）。合作學習對增進國小三年級學生及人際關係欠佳兒童社交技巧之效果研究。國立彰化師範大學特殊教育學系碩士論文，未出版，彰化市。
林宏熾（民90）。多重與重度障礙教育課程與教學。特教園丁，17（2），1-15。林宏熾、江佩珊、吳季樺、丘思平、林佩蓁（民93）。高中職中重度多重障礙學生自我決策狀況之分析。特殊教育研究學刊，27，161-182。林育毅（民91）。普通班實施融合教育之作法：以唐氏症為例。屏縣教育，12，11-15。
林佩璇、黃政傑（民85）。合作學習。台北市：五南。
林建仲、鄭宗文（民90）。合作式學習與問題解決—培養以問題解決為中心的網路合作學習。資訊與教育雜誌，85，55-62。林財丁、林瑞發（民95）。組織行為。台北市：台灣培生教育。
林清山（民92）。心理與教育統計學。台北市：東華。
林雅芳（民91）。在有聽障生的普通班中實施合作學習－一位國小教師專業成的質性研究。國立台北師範學院特殊教育學系碩士班。林淑玲（民91）。普通班教師如何協助班級中的特殊兒童:一個國小低年級教師的經驗分享。國教之聲，34（3），34-37。林雅雯、嚴嘉楓、羅慶徽、吳佳玲、卓妙如（民92）。早期療育：台北市學齡前身心障礙兒童之需求評估。台灣家庭醫學雜誌，13（2），71-83。
卓越管理者翻譯小組譯（民89）：Heller, R. 原著。團隊管理。台北市：台視文化。
林鋐宇、甘蜀美、陳瑄妮（民95）。醫院治療師介入學校系統之現況與省思。身心障礙研究，4（2），97-118。林寶貴（民93）。溝通障礙：理論與實務。台北市：心理。
范揚松（民84）。團結真有力：工作團隊的建立、發展與領導。台北市：金台灣。
周麗瑞、唐先梅、曾敏傑（主編）（民91）。台灣兒童人權評估—以聯合國兒童權利公約為導向。台北市：罕見疾病基金會。
柯平順（民94）。從團隊合作看國內教育現況。師友，453，7-11。
胡菁萍（民92）。合作學習應用在特殊教育教學上之研究。台東特教，17，68-76。
侯雅齡（民89）。如何促進情緒障礙學生融合—學校本位貫專業模式的可能性發展。特殊教育季刊，78，30-37。洪榮昭（民93）。問題導向學習（PBL）的教學策略。教師天地，128，45-48。孫世恆、王天苗（民93）。台灣地區特殊教育相關專業服務實施現況及意見調查之研究。特殊教育研究學刊，26，19-43。秦金生、黃松元（民91）。知識經濟時代的健康教育人力資源管理。學校衛生，40，66-72。徐崇城（民94）。「問題本位學習」教學模式對國二學生問題解決能力與合作學習之影響。中原大學教育研究所碩士論文陳向明（民92）。社會科學質的研究。台北市：五南。
陳采緹（民93）。貫專業團隊模式介入重度障礙兒童個別化教育計畫擬定與執行之成效—以啟智學校為例。國立臺南師範學院特殊教育學系碩士論文。陳采緹、莊妙芬、黃志雄（民95）。貫專業團隊模式介入重度障礙兒童個別化教育計畫之成效。特殊教育學報，24，85-112。許乃文（民95）。「動不動，大不同」－團隊發展歷程、成員互動行為與團隊效能之實驗研究。靜宜大學企業管理研究所碩士論文，未出版，台北市。袁世珮譯（民92）：Holpp, L. (1999)原著。團隊管理立即上手。台北市：美商麥格羅•希爾。
張世慧（民88）。注意力缺陷過動異常（ADHD）教師實務手冊。台北市立師範學院特殊教育中心。
張世慧（民94）。融合教育的遞嬗與在融合班中協助身心障礙學生的方法。國教新知，52（3），1-11。
陳永發（民91）。運用知識管理促進教師專業成長。人文及社會學科教學通訊，13（3），120-134。教育部（民75）。特殊教育課程教材教法實施辦法。台北市：教育部。
教育部（民81）。第二次全過特殊教育兒童普查報告。台北市：教育部。
教育部（民86）。特殊教育法。台北市：教育部。
教育部（民87a）。特殊教育法施行細則。台北市：教育部。
教育部（民87b）。特殊教育課程教材教法實施辦法。台北市：教育部。
教育部（民88a）。身心障礙教育專業團隊設置與實施辦法。台北市：教育部。
教育部（民88b）。特殊教育相關專業人員及助理人員遴用辦法。台北市：教育部。
張春興（民85）。教育心理學：三化取向的理論與實踐。台北市：東華。
莊素貞（民89）。多重障礙兒童。載於特殊教育導論，傅秀媚主編。台北市：五南。
陳清檳（民92）。不同合作學習分組之問題導向學習對技職校院學生電腦輔助設計與製造課程學習成效。國立彰化師範大學工業教育學系碩士論文，未出版，彰化市。張裕昌（民94）。組織信任、行政領導與團隊機制對教師知識分享意願影響之研究－以桃園縣某國小為例。元智大學管理研究所碩士論文。章勝傑（民88）。數學題目難度對合作學習小組同儕互動質與量的影響。台東師院學報，10，76-95。
張蓓莉等編（民91）。身心障礙及資賦優異學生鑑定標準。教育部2002.5.9.台（91）參字第91063444號令訂定發布。
陳鼎仁（民92）。不同認知型態分組織問題導向合作學習對技職校院學生電腦網路技術學習成效及問題解決學習成效。國立彰化師範大學工業教育學系碩士論文，未出版，彰化市。張翠娥、鈕文英（民95）。跨專業服務融入早期療育課程實施歷程研究。特殊教育學報，26，111-138。梅錦榮（民80）。神經心理學。台北市：桂冠。
鈕文英（民92）。啟智教育課程與教學設計。台北市：心理。
鈕文英（民97）。教育研究方法與論文寫作。台北市：雙葉書廊。
傅秀媚（民91）。早期療育中跨專業團隊評估模式相關問題研究。特殊教育學報，16，1-22。黃幸美（民92）。討論與真實情境對兒童解決問題的影響。教育研究集刊，49（1），95-133。黃秋霞（民91）。探討重度及多重障礙在家教育學生的現況安置輔導問題。特教園丁，17（4），1-7。黃瑋苹（民92）。以多元智慧分組合作學習對網路專題學習成果影響之研究。國立台南師範學院資訊教育研究所碩士論文。曾美娟（民92）。台北市國小特殊教育參與專業團隊運作現況調查研究。國立台灣師範大學特殊教育學系碩士論文，未出版，台北市。黃郁雯（民94）。情境式問題導向融入教學對國小六年級學童科學概念及科學態度之影響。國立台北師範學院自然科學教育研究所碩士論文。黃湘儀、林宏熾（民95）。高職階段特教班自閉症學生休閒娛樂自我決策之詮釋研究。特殊教育研究學刊，31，165-186。黃瑋苓（民94）。國小普通班重度腦性麻痺學生支持需求之個案研究。特殊教育與復健學報，14，195-216。黃榮真（民87）。合作學習在特殊教育上之應用。特殊教育季刊，67，36-40。程上修（民88）。運用合作學習及創造思考問題解決策略於高一氣象學習之成效分析。國立臺灣師範大學地球科學系碩士論文。程泰盛（民92）。從雁行理論談教師的團隊合作。師友，429，48-51。
曾瓊霞（民87）。國小回歸主流的聽障學生與普通學生合作學習之成效研究。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。楊坤堂（民87）。身心障礙資源班課程模式的類別與內涵。國小特殊教育，24，6-13。楊坤原、張賴妙理（民94）。問題本位學習的理論基礎與教學歷程。中原學報，33（2），215-235。楊俊威（民92）。特殊學校專業團隊服務之調查研究。國立屏東師範學院特殊教育學系碩士論文，未出版，屏東市。鳳華（民84）。非社會行為學童社交技能之訓練與輔導：以退縮性學童為例。特教園丁，10（4），17-19。趙可屏（民86）。台灣地區國民教育階段在家教育學童整合服務之現況調查。國立彰化師範大學特殊教育學系碩士論文，未出版，彰化市。趙敏峻（民94）。知識結構與團隊特質對於合作學習之成效影響分析。國立屏東商業技術學院資訊管理研究所碩士論文。廖華芳、劉淑玉、黃惠聲、林麗英、楊素端、李佳蕙、郭美雀、林銀秋、吳淑芬（民87）。跨科技專業整合早期療育模式輔導教養院初步研究。中華民國物理治療雜誌，1（23），12-23。
衛生署（民86）。身心障礙等級，台北市：行政院。
蔡文標（民91）。全面品質管理在特殊教育之涵義。人文及社會學科教學通訊，13（3），90-107。鄭夙雯（民92）。全面品質管理在特殊教育專業團隊適用性之探究。嘉義大學特殊教育學系碩士論文。蔡昌原（民91）。國小啟仁班實施專業團隊服務模式之行動研究。高雄師範大學特殊教育系碩士論文，未出版，高雄市。蔣明珊（民93）。普通班教師參與身心障礙學生課程調整之研究。特殊教育研究學刊，27，39-58。蔡俊傑、張順發 (民93)。教師工作生活品質與組織承諾關係之研究。南師學報，38（1），121-147。
劉斐文（民92）。啟智學校教師參與專業團隊合作之基本能力的研究。國立彰化師範大學特殊教育學系博士論文，未出版，彰化市。蔡慧娟（民89）。教養機構內重度障礙院生自傷行為及教保人員處理態度之研究。彰化師範大學特殊教育研究所碩士論文。賴盈如（民93）。國民小學不分類身心障礙資源班教師專業知能內涵之探究。屏東科技大學技術及職業教育研究所博士論文。總統府（民73）。特殊教育法。台北市：總統府。
總統府（民86）。特殊教育法。台北市：總統府。
簡妙娟（民92）。合作學習理論與教學應用。載於學習與教學新趨勢（張新仁主編），403-464。台北市：心理。
譚家瑜譯（民84）：Zenger, J. H., Musselwhite, E., Hurson K., & Perrin, C. 原著。卓越領導：組織專業團隊，引爆企業變革。台北市：遠流。
嚴秀雯（民90）。以教師為個案管理員的專業團隊運作－以一個國小為例。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。
饒見維 (民85)。教師專業發展—理論與實務。台北市：五南。
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