The aim of this research attempts to explore how universal design for learning can affect the Social Studies learning performance of the sixth graders with learning disabilities. The participants in this study were 2 sixth grade students with learning disabilities. The research design was a multiple probe design utilizing single subject research. The independent variable in this research was universal design for learning and the dependent one was the learning performance of Social Studies including the immediate effect, the retention effect and the effect on learning concentration. The whole research duration were 12 weeks 120 minutes per week. In order to clarify the relationship between universal design for learning and the Social Studies learning performance of these participants, a visual analysis and the Tryon’s C statistics were conducted for data analysis. The results of this study indicated that universal design for learning has positive effect on the Social Studies learning performance including the immediate effect, the retention effect and the effect on learning concentration. In addition, the post-study interviews indicated that both participants reported favorably on universal design for learning, as shown in the following comment: universal design for learning with multiple activities was beneficial to arousing students’ learning interest, building a positive classroom climate, and enhancing a self-directed learning to promote their learning performance of Social Studies.