身心障礙者是閱讀困難的高風險群體，易讀版可保障身心障礙者的資訊平權，擴大社會活動參與。然而易讀版的設計，耗費人力、物力、時間與經費甚鉅，更重要的限制是無法隨時隨地取得。因此本研究開發應用程式，配合教育部頒布的常用字，將一般文本轉化為易讀圖文版，降低閱讀文本的難度。本研究開發的易讀圖文版應用程式，以成人功能性閱讀材料進行試驗，轉換出來的易讀文本，符合故事結構的要素，而以教育部頒布的十二年國民基本教育課程綱要、國語文基本學習內容來看，用字屬於國小低年級範圍。因此，配合圖片說明來輔助閱讀理解，能符合低閱讀能力者的需求，一般民眾也能很快取得文本訊息。在特殊教育上，易讀圖文版應用程式適用於各類文本，屬於人工通用智慧，在教學上，老師可以運用在課程調整方面，以簡化教材內容；在評量上，可以運用在學生學習歷程的調整上，讓學生練習文本摘要，並根據自己的學習能力，安排自主學習的步調。在易讀圖文版應用程式的未來優化上，根據聽障群體的試用與訪談結果，重要項目包括縮短分析的時間、增加可分析的文本字數、以及根據能力分級輸出，以達成適性科技的目標。

People with disabilities are a high-risk group for reading difficulties. Easy-to-read versions can ensure information equality for people with disabilities and expand their participation in social activities. However, the design of easy-to-read versions requires significant manpower, resources, time, and funding. A more important limitation is the inability to access them anytime and anywhere. Therefore, this study developed an application that uses commonly used characters mandated by the Ministry of Education to convert regular texts into ETR illustrated versions, thereby reducing the difficulty of reading texts. The ETR illustrated version application developed in this study was tested with adult functional reading materials. The converted ETR texts adhere to the elements of story structure and, according to the basic literacy content of the 12-year compulsory education curriculum outlined by the Ministry of Education, use words that fall within the scope of lower elementary school levels. Therefore, using illustrations to aid reading comprehension meets the needs of individuals with low reading abilities and allows the general public to quickly grasp the textual information. In special education, the ETR illustrated version application is suitable for various types of texts and is a form of artificial general intelligence. In teaching, teachers can use it for curriculum adjustments to simplify teaching materials; in assessments, it can be used to adjust students' learning processes, allowing them to practice text summarization and arrange their self-directed learning pace based on their abilities. For future optimizations of the ETR illustrated version application, based on trial use and interview results from the hearing-impaired community, important items include shortening the analysis time, increasing the number of analyzable text characters, and outputting based on ability levels to achieve the goal of adaptive technology.

易讀版;人工智慧;適性科技;特殊教育;身心障礙

Easy-to-Read Version; Artificial Intelligence; Adaptive Technology; Special Education; Disabilities