The aim of this study was to develop a science experimental guidebook for the mainstreamed students with learning disabilities and investigate its effect on their conceptual understanding of physical events. Through case study research methodology, the sample of the study consisted of 12 mainstreamed students with learning disabilities. To collect data, a conceptual understanding test, a drawing test, and interviews were used. The data were analyzed using four categories (sound understanding, partial understanding, alternative understanding, and no understanding). The results showed that the guidebook positively affected conceptual understanding of the mainstreamed students with learning disabilities. Even though the mainstreamed students with learning disabilities tended to comprehend related concepts through hands-on and minds-on activities/experiences, they still had some problems at transferring their gained knowledge to novel situations. Moreover, the results indicated that the mainstreamed students with learning disabilities were more successful in expressing their thoughts with drawings than the conceptual understanding test and interviews. The present study suggests that future studies should implement interdisciplinary approaches that intertwine special education with science education, mathematics education, and reading-writing practices.

这项研究的目的是为学习障碍的主流学生开发一本科学实验指南，并研究其对他们对身体事件的概念理解的影响。通过案例研究方法，研究样本包括12名主流学习障碍学生。为了收集数据，使用了概念理解测试，绘图测试和访谈。使用四个类别（声音理解，部分理解，替代理解和不理解）对数据进行了分析。结果表明，该指南对学习障碍主流学生的概念理解产生了积极影响。尽管主流的学习障碍学生倾向于通过动手和头脑活动/经验来理解相关概念，但是他们在将获得的知识转移到新颖的情况时仍然存在一些问题。而且，结果表明，与概念理解测试和访谈相比，学习障碍的主流学生在用图画表达思想方面更为成功。本研究表明，未来的研究应采用跨学科的方法，将特殊教育与科学教育，数学教育和读写实践交织在一起。结果表明，与概念理解测试和访谈相比，学习障碍的主流学生在用图画表达思想方面更为成功。本研究表明，未来的研究应采用跨学科的方法，将特殊教育与科学教育，数学教育和读写实践交织在一起。结果表明，与概念理解测试和访谈相比，学习障碍的主流学生在用图画表达思想方面更为成功。本研究表明，未来的研究应采用跨学科的方法，将特殊教育与科学教育，数学教育和读写实践交织在一起。