This research aimed to: reveal the effect of a stereotypical design for the digital storyboard commentary (audio/audio-readable) in the micro-learning environment for developing some scientific concepts and engaging in learning among learnable mentally handicapped students. The research sample consisted of (40) students with mental disabilities who are able to learn at the School of Intellectual Education in Zagazig, they were selected randomly, and then divided into two experimental groups, the first experimental group: studied using a mini-learning environment based on the audio commentary style of the digital story, while The second experimental group was studied using the mini-learning environment based on the audio-readable commentary style with the digital story, and the study followed the experimental method to answer the research questions, and the researcher used two of the research tools, the first: testing scientific concepts, the second: the learning engagement scale. The research concluded: There is a statistically significant difference at the level (0.05) between the mean scores of the two experimental groups in the post application to test scientific concepts and the learning engagement scale for the benefit of the second experimental group. According to the audio-readable commentary style in teaching the mentally disabled students who are able to be taught in the different academic courses.