The variety of learners include students with disabilities and general students, and an ongoing focus of inclusive education research is non-discrimination. As part of integrated education, UDL (Universal Design for Learning) for students with disabilities supports a practical approach, participation, and advancement to improve learning opportunities for all students. The purpose of this study was to examine the effects of using UDL in science classes. The dependent variables of this study were

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... academic achievement in science, scientific attitude, and scientific motivation. In this study, the experimental groups were 9 people in the 5th grade and 11 people in 6th grade. The experimental groups were taught science class using UDL. In order to analyze the learning outcomes, the structure equation model was performed. The results of this study were as follows: First, the science achievement of learning outcomes of the science class applying UDL directly affected both scientific attitude and scientific motivation. Second, the scientific attitude of learning outcomes of the science class applying UDL directly did not affect scientific motivation. According to these results, learning outcomes for science achievement of the science class applying UDL showed that UDL affected both general students and students with disabilities. To summarize the analysis of learning outcomes, science achievement directly affected both scientific attitude and scientific motivation while scientific attitude did not affect scientific motivation. This study offered a specific implementation method for integrated education. Using the structure equation model for analyzing the effect has more significance.