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一、中文部分 王天苗(2002)。發展遲緩幼兒在融合教育環境裡的學習。特殊教育研究學刊,(23),1-23。 王欣宜、高宜芝(2007)。我國目前幼小轉銜之困境與相關影響因素探討。特殊教育叢書:特殊教育現在與未來,(45437),1-12。 王俊凱(2023)。全方位學習設計在學前融合教育應用之我見。臺灣教育評論月刊,12(2),116-120。https://www.airitilibrary.com/Article/Detail?DocID=P20130114001-N202302020005-00023 王慧儀(2021)。兒童早期療育課程的跨領域社區需求服務實踐研究。服務學習與社會連結學刊,(4),23-39。https://doi.org/10.6865/JSLSE.202104_(4).0002 吳京璉(2011)。準備會不會更好--學前融合準備班之研究。﹝碩士論文。國立臺中教育大學﹞臺灣博碩士論文知識加值系統。 https://hdl.handle.net/11296/389kek。 吳盈瑤、孫淑柔(2014)。臺中市家長參與身心障礙幼兒轉銜服務之調查研究。特殊教育學報,(39),1-29。https://www.airitilibrary.com/Article/Detail?DocID=a0000182-201406-201408210012-201408210012-1-29 吳美璇(2022)。自閉特質幼兒融合教育中適應之困境與建議。臺灣教育評論月刊,11(3),117-120。https://www.airitilibrary.com/Article/Detail?DocID=P20130114001-202203-202203020028-202203020028-117-120 呂淑芬、林慧芬、張楓明(2009)。學前教師對融合教育態度與困擾問題之個案研究。幼兒教育研究,(1),69-92。 汪慧玲、沈佳生(2012)。幼兒園教師教導特殊需求幼兒產生的困擾及因應策略之研究。新竹教育大學教育學報,29(1),37-66。 林巧瑋(2020)。學齡前「融合教育」普通班教師的心聲。臺灣教育評論月刊,9(3),129-132。https://www.airitilibrary.com/Article/Detail?DocID=P20130114001-202003-202003050009-202003050009-129-132 林宏熾(2009)。中、重度身心障礙學生休閒遊憩轉銜服務之探討。中華民國特殊教育學會年刊,(12),251-276。https://doi.org/10.6379/AJSE.200912.0251 林秀真(2019)。幼小轉銜服務的現況以臺南市為例。特殊教育季刊,(151),39-47。https://doi.org/10.6217/SEQ.201906_(151).39-48 林秀錦、王天苗 (2004)。幼兒入學準備能力之研究。特殊教育研究學刊,(26),89-108。 林秀錦、王天苗(2004)。幼兒入學準備能力之研究。特殊教育研究學刊,26,89-108。 林佳靖(2019)。融合教育之我見-以合作學習為輔助之教學策略。臺灣教育評論月刊,8(1),261-269。https://www.airitilibrary.com/Article/Detail?DocID=P20130114001-201901-201901170008-201901170008-261-269 林芳羽、黃立琪、蘇慧菁、朱怡菁、劉雅茹、孫世恆(2018)。早期療育中父母與專業人員之間互動模式的調查研究。早期療育研究學刊,1(1),43-62。https://doi.org/10.6658/BEI.201806_1(1).0003 林書帆(2021)。公立國小附設幼兒園之特教班實施融合教育活動之成效與困境。臺灣教育評論月刊,10(10),162-166。https://www.airitilibrary.com/Article/Detail?DocID=P20130114001-202110-202110040017-202110040017-162-166 邱佳榛、佘永吉(2019)。臺北市學前巡迴輔導老師及學前分散式資源班老師和特殊教育相關專業人員共事現況之調查研究。中華民國特殊教育學會年刊,25-36。https://www.airitilibrary.com/Article/Detail?DocID=a0000110-201911-201912050009-201912050009-25-36 柯雅齡(2017)。幼兒園教師教學轉化以適應特殊需求幼兒之歷程。幼兒教育年刊,(28),39-59。https://www.airitilibrary.com/Article/Detail?DocID=a0000547-201710-201808170012-201808170012-39-59 胡藝馨(2019)。臺北市特殊教育相關專業人員提供服務之現況與困擾調查。﹝碩士論文。臺灣師範大學﹞臺灣博碩士論文知識加值系統。https://doi.org/10.6345%2fNTNU201900321。 孫世恒、廖龍仁、廖華芳、李淑貞(2004)。南投縣發展遲緩兒童早期療育跨專業團隊合作服務模式之建立經驗分享。物理治療,29(2),127-138。https://www.airitilibrary.com/Article/Detail?DocID=15632555-200404-29-2-127-138-a 翁菁菁、鄒國蘇(2005)。三歲以下發展遲緩兒童之臨床特徵。北市醫學雜誌,2(6),535-544。https://doi.org/10.6200/TCMJ.2005.2.6.05 高雅雯(2019)。發展遲緩兒童自早期療育機構轉銜至幼兒園之學校適應。﹝碩士論文。國立屏東大學﹞臺灣博碩士論文知識加值系統。 https://hdl.handle.net/11296/ffvujp。 張介信、黃君代、邵文娟、向時賢(2011)。早期療育之發展遲緩兒童行爲發展成效評估。中南盟研究年刊,4(1),9-22。https://doi.org/10.6850/JCSMA.201109_4(1).0002 張秀玉(2003)。早期療育社會工作。臺北市:揚智。 張秀玉(2013)。從生態系統觀點探究影響早期療育專業團隊協同合作之因素。身心障礙研究季刊,11(4),262-275。https://www.airitilibrary.com/Article/Detail?DocID=17292832-201312-201401090023-201401090023-262-275 張香如(2009)。中部地區學前教師輔導特殊幼兒教育支持系統需求之研究。﹝碩士論文。國立臺中教育大學﹞臺灣博碩士論文知識加值系統。 https://hdl.handle.net/11296/ja2re8 教育部 (2010)。各教育階段身心障礙學生轉銜輔導及服務辦法(2010年 07 月 15 日)。 教育部 (2021)。幼兒教育及照顧法(2021年 06 月 29 日)。 教育部 (2023)。特殊教育法(2023年 06 月 21 日)。 教育部 (2023)。特殊教育法施行細則(2023 年 12 月 20 日)。 莊育芬(2004)。國內專業團隊服務於學校系統之現況。物理治療,29(5),324-331。https://www.airitilibrary.com/Article/Detail?DocID=15632555-200410-29-5-324-331-a 許育典、陳碧玉(2010)。早期療育請求權的憲法基礎及現行法檢討。東海大學法學研究,(33),1-44。https://doi.org/10.29722/TULR.201012.0001 許素彬(2006)。從生態系統觀點探討保育機構於融合教育實施過程之困境。特殊教育學報,(23),85-104。https://doi.org/10.6768/JSE.200606.0085 郭逸玲、卓妙如(2004)。發展遲緩兒早期療育之概念與模式。身心障礙研究季刊,2(2),68-76。https://doi.org/10.30072/JDR.200404.0001 陳宛渝、朱思穎(2013)。幼兒園及小一家長對特殊需求幼兒入國小準備能力觀點之探究。身心障礙研究季刊,11(4),233-248。https://www.airitilibrary.com/Article/Detail?DocID=17292832-201312-201401090023-201401090023-233-248 陳清華(2021)。自閉兒母親教養心路歷程之敘事研究。﹝碩士論文。國立臺東大學﹞臺灣博碩士論文知識加值系統。 https://hdl.handle.net/11296/ejczd2。 陳新宜(2010)。身心障礙幼兒安置於融合教育環境下之問題研究。﹝碩士論文。國立臺中教育大學﹞臺灣博碩士論文知識加值系統。 https://hdl.handle.net/11296/j65z32。 陳韻珍、朱思穎(2012)。醫療專業人員對特殊需求幼兒入小學普通班準備能力看法之初探性研究。幼兒教育年刊,(23),69-89。https://doi.org/10.6475/JECE.201208.0069 陳麗如(2010)。特殊需求兒童幼小轉銜工作問題與因應。國小特殊教育,(49),62-71。https://doi.org/10.7034/SEES.201006.0062 陳麗如(2016)。特殊教育成敗關鍵 轉銜教育你做了嗎?。師友月刊,(594),9-13。https://doi.org/10.6437/EM.201612_(594).0002 陸怡君(2017)。我國學前融合教育文獻回顧與探討。幼兒教保研究,(18),47-69。https://www.airitilibrary.com/Article/Detail?DocID=1997468X-201701-201708150015-201708150015-47-69 傅秀媚(2002)。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。https://doi.org/10.6768/JSE.200209.0001 傅秀媚、陳英豪、孫世恆、林雅容、莊竣博、羅鴻基、楊國德、劉秀芬、蔡靜怡、楊玲芳、關佩偉、莊瓊惠、 邱昆益、張玲芬 (2014)。早期療育(三版)。臺中市:華格那企業有限公司。 曾如意(2021)。桃園市身心障礙幼兒幼小轉銜服務現況與困境之探究。﹝碩士論文。國立臺中教育大學﹞臺灣博碩士論文知識加值系統。 https://hdl.handle.net/11296/wntfk9。 黃立琪、蔣立琦(2006)。國內早期療育現況:探討醫護人員應扮演的角色。榮總護理,23(3),219-225。https://doi.org/10.6142/VGHN.23.3.219 黃郁庭(2021)。發展遲緩幼兒家長的困境與因應策略。臺灣教育評論月刊,10(9),198-202。https://www.airitilibrary.com/Article/Detail?DocID=P20130114001-202109-202109020017-202109020017-198-202 楊俊威、羅湘敏(2003)。特殊學校專業團隊服務之調查研究。東臺灣特殊教育學報,(5),73-96。 楊廣文、成戎珠(2013)。臺灣學校中特教專業團隊運作模式-系統性回顧。物理治療,38(4),286-298。https://doi.org/10.6215/JFPT.PTS1380537807 廖華芳(1998)。發展遲緩兒童早期療育專業團隊合作模式。中華民國物理治療學會雜誌,23(2),127-140。https://doi.org/10.29616/JPTAROC.199804.0007 劉錫吾(2020)。學前教育教師在融合教育的專業知能需求之研究。障礙者理解學刊,17(1),79-97。https://doi.org/10.6513/JUID.202001_17(1).0004 蔡采薇(2011)。個別化教育計畫之轉銜服務品質的探討。特殊教育季刊,(119),30-36。https://doi.org/10.6217/SEQ.201106_(119).0005 衛生福利部 (2020)。兒童及少年福利與權益保障法施行細則(2020年 02 月 20 日)。 衛生福利部(2021)。身心障礙者權益保障法(2021年 01 月 20 日)。 衛生福利部社會及家庭署(2023年)。發展遲緩兒童早期療育服務實施方案。取自https://www.sfaa.gov.tw/SFAA/Pages/Detail.aspx?nodeid=1203&pid=9447(2023) 衛生福利部統計處(2023年12月21日)。身心障礙者人數按年齡及類別分。取自https://dep.mohw.gov.tw/dos/cp-5224-62359-113.html 衛生福利部統計處(2023年12月21日)。發展遲緩兒童早期療育服務個案通報概況。取自https://dep.mohw.gov.tw/dos/cp-5224-62359-113.html 賴念華、李御儂、羅子琦、蕭雅雯(2020)。臺灣身心障礙者母親在不同時間點之困境與服務需求初探。特殊教育研究學刊,45(1),1-32。https://doi.org/10.6172/BSE.202003_45(1).0001 謝心瑜(2022)。學前融合班級施行差異化教學之困境與展望。臺灣教育評論月刊,11(8),148-153。https://www.airitilibrary.com/Article/Detail?DocID=P20130114001-202208-202208020017-202208020017-148-153 嚴姿旻(2021)。從家到幼兒園-身心障礙幼兒家庭的轉銜經驗。﹝碩士論文。靜宜大學﹞臺灣博碩士論文知識加值系統。 https://hdl.handle.net/11296/7v74zb。 蘇玉珊 (2014)。臺南市發展遲緩兒童的家長對其子女轉銜服務需求與滿意度之研究(未出版之碩士論文)。長榮大學,臺南市。 Yin, R. 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