The aim of this research is to propose a model for designing multimedia learning environments specifically for children with learning disabilities. The design of these environments should be based on principles of multimedia learning, instructional design, and assistive technologies to align with the cognitive complexities of these children. This research adopts a qualitative approach, utilizing research synthesis and qualitative content analysis methods. To gather data, scientific studies published between 2010 and 2024 in reputable databases such as Scopus, Web of Science, IEEE Xplore, Springer, ScienceDirect, and SID were reviewed. After systematic searching and applying specific inclusion and exclusion criteria, relevant sources were selected, and key data were extracted. The data were then coded and categorized using qualitative content analysis, and effective design patterns were identified through research synthesis. The findings indicate that an effective multimedia learning environment for children with special needs should include cognitive components that facilitate the learning process by reducing cognitive load, providing multisensory information delivery, personalizing content according to individual learning styles, offering immediate feedback, and enhancing the learner's interaction with the environment. This environment should utilize technical components such as text-to-speech capabilities, contrast settings, and special fonts for children with reading difficulties, and educational strategies like step-by-step content presentation, using visual and auditory narratives, and providing opportunities for hands-on practice and simulated exercises to strengthen conceptual learning. Based on these findings, a conceptual framework for designing multimedia environments for this group of students has been proposed. This framework can assist instructional designers, teachers, and developers of educational technologies in creating effective learning environments that meet the cognitive needs of children with learning disabilities.