Abstract
<p style="text-align:justify; text-indent:24.4pt"><span style="font-size:12pt"><span style="background:white"><span style="text-justify:inter-ideograph"><span style="font-family:Calibri,sans-serif"><span style="font-family:標楷體"><span style="color:black"><span style="letter-spacing:.1pt">為強調不歧視、促進全體學習的通用設計，落實兒童表意，進一步營造友善融合教育環境，推廣</span></span></span><span lang="EN-US" style="font-family:"Times New Roman",serif"><span style="color:black"><span style="letter-spacing:.1pt">CRPD</span></span></span><span style="font-family:標楷體"><span style="color:black"><span style="letter-spacing:.1pt">精神。除了</span></span></span><span lang="EN-US" style="font-family:"Times New Roman",serif"><span style="color:black"><span style="letter-spacing:.1pt">108</span></span></span><span style="font-family:標楷體"><span style="color:black"><span style="letter-spacing:.1pt">課綱將特殊教育實施規範納入，並於</span></span></span><span lang="EN-US" style="font-family:"Times New Roman",serif"><span style="color:black"><span style="letter-spacing:.1pt">2023</span></span></span><span style="font-family:標楷體"><span style="color:black"><span style="letter-spacing:.1pt">年</span></span></span><span lang="EN-US" style="font-family:"Times New Roman",serif"><span style="color:black"><span style="letter-spacing:.1pt">5</span></span></span><span style="font-family:標楷體"><span style="color:black"><span style="letter-spacing:.1pt">月</span></span></span><span lang="EN-US" style="font-family:"Times New Roman",serif"><span style="color:black"><span style="letter-spacing:.1pt">29</span></span></span><span style="font-family:標楷體"><span style="color:black"><span style="letter-spacing:.1pt">日三讀通過特教法。特教法的修正反應在教學現場便是「</span></span></span><span style="font-family:標楷體"><span style="color:black">如何使特殊需求學生學習普通班的教材」。</span></span></span></span></span></span></p><p style="text-align:justify; text-indent:24.4pt"><span style="font-size:12pt"><span style="background:white"><span style="text-justify:inter-ideograph"><span style="font-family:Calibri,sans-serif"><span style="font-family:標楷體"><span style="color:black"><span style="letter-spacing:.1pt">本文為研究者實際使用自製文本分析電腦輔助軟體工具（文本分析表單、學習單生成器），將普通班教材依據高頻字、高頻語詞、同音異字、部首、各版本文字安排冊次等資料庫進行分析，強調協助學生培養識字素養，並依照學生的起點能力與學習風格，以教與學的角度進行學習目標的逐步調整，藉此增進識字學習目標的可及性。</span></span></span></span></span></span></span></p><p style="text-align:justify; text-indent:24.4pt"><span style="font-size:12pt"><span style="background:white"><span style="text-justify:inter-ideograph"><span style="font-family:Calibri,sans-serif"><span style="font-family:標楷體"><span style="color:black"><span style="letter-spacing:.1pt">由於僅需要將目標文本輸入或複製至文本分析軟體，建議普通班教師也可視班級的成員組成、特殊需求學生的學習需求，利用文本分析軟體進行區分性教學，從形、音、義、應用的角度培養學生的識字策略。</span></span></span></span></span></span></span></p>