本研究之目的為發展一個學習障礙案例作為大學特殊教育學系的身心障礙教材教法課程使用。為達此目的，本研究採計劃、行動、觀察與省思、修正、再行動等一再循環的協同行動研究法來探究整個發展案例的過程。首先，研究者確定案例來源，接著就根據相關文獻發展第一版的案例，再來則依據多位案例發展專家以及特殊教育教材教法與學習障礙專家的建議，多次修改案例的結構與內容，最後再根據四位參與本研究的職前教師試用建議發展出最後一個版本的案例。研究者進一步綜合所有研究參與者的看法，從多元的觀點，提出案例教學在此特教師資培訓課程的優點與限制，以作為後續研究之參考。

The purpose of this study was to develop a learning disability case for a material and instruction course at a special education preparation program. The study followed the action research cycles (planning, doing, systematic observation and reflection, revising action, doing) to
develop the case study.First of all, the researchers chose one student with learning disabilities as the case, and then wrote up the first version of case study based on the results of literature review. Second, the researchers got five experts’ opinion to revise the case study. At the end, the researchers gave the case study to the participating teachers, and revised the case study again according to their suggestion.Furthermore, this study concluded some advantage and limitation to use the case study from all the research participants.