| Summary: | 碩士 === 國立屏東教育大學 === 幼兒教育學系 === 98 === The study aims to investigate the communication development for children with special needs by means of milieu teaching in the inclusive setting. The study adopts A-B-A'' withdrawal design, a single subject experimental design. Independent variable is milieu teaching while dependent variable is communication events for children with special needs.
The subjects included 3 children with special needs who were classmates. 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, the ratio of active communication and passive response as well as retention after fading. Data analysis also was supplemented by social validity on interviews with parents and teachers.
The findings and results are 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 could be retained.
3. The intervention of milieu teaching facilitated the ratio of active communication and passive response, but the ratio of passive response was higher than that of active communication.
4. After the fading of milieu teaching, the ratio of passive response was retained and the subjects made some progress. However, there was a difference generating from the ratio of active communication.
5. According to teachers and parents, the introduction of milieu teaching helped increase subjects’ communication ability. Their interaction indicated utterance of longer sentences and more reply. Meanwhile, the subjects demonstrated more interactions with others.
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