本研究之目的，在探討自然情境教學法在融合情境中對特殊需求幼兒溝通能力之學習成效。研究採單一受試實驗設計中A-B-A’撤回實驗設計。自變項為自然情境教學，依變項為特殊需求幼兒溝通情形。本研究以二名特殊需求幼兒為研究對象，分別在角落、團體課程、點心的三個情境，接受基線期、介入期和撤回期之資料蒐集，資料以視覺分析和簡化時間序列C統計兩者交互參照，來整合分析，以瞭解自然情境教學對研究對象使用語言的正確率、主動溝通及被動回應語言比例情形及褪除後的保留情形。歸納而言，研究結果支持：1 自然情境教學能增加特殊需求幼兒使用語言的正確率。2 自然情境教學褪除後，特殊需求幼兒使用語言的正確率亦能保留。3 自然情境教學的介入，能使主動溝通與被動回應的自發性語言的比例增加，但被動回應自發性語言比例高於主動溝通自發性語言的比例。4 自然情境教學褪除後，研究對象的被動回應語言比例能保留並進步。在三個情境中S1、S2主動溝通語言均達保留效果並有進步。

The study aims to investigate the communication development for children with special needs by means of milieu teaching in the inclusive setting. The study adopted A-B-A' withdrawal design, one of single subject experimental design. Independent variable was milieu teaching while dependent variable was communication events for children with special needs.The subjects included 2 children with special needs. The situation involved the corner, group class and dessert time. Data collection leveled on baseline, intervention period and withdrawal period. Visual analysis and simplified time-series analysis were used for cross reference and analysis, so as to identify the accuracy of language use, active communication, passive response as well as retain after fading. Interviews with parents and teachers were also analyzed for social validity.The findings and results were as follows:1. Milieu teaching increased the language accuracy level of children with special needs.2. After the fading of milieu teaching, the language accuracy level of children with special needs can be retained.3. The intervention of milieu teaching facilitates the ratio of active communication and passive response, but the ratio of passive response is higher than that of active communication.4. After the fading of milieu teaching, passive response of subjects was retained and progressed. Under three situations, S1 and S2 retained and improved regarding active communication.