This research aims to explain the implementation of Universal Design for Learning (UDL) on English language learning. This study used experimental research with a descriptive quantitative research design. The participants of this study were fifth grade students of MI Keji Ungaran in the academic year 2024/2025, and one English teacher. This research used data collection techniques in the form of pre-test, treatment, post-test, observation, interviews, and documentation. Data analysis used descriptive statistics analysis and qualitative analysis. The results showed that the implementation of UDL in English language learning can improve students learning outcomes. The engagement of students with disabilities in English learning with the implementation of UDL is able to follow the learning process well and get good grades. The range on pre-test scored 55 and the post-test scored 60. Average score of the pre-test was 43.8 and the post-test was 80. Standard deviation of the pre-test results was 14.5 and the post-test results were 20. UDL has three main principles, namely Multiple Means of Representation, students can choose how to learn according to their needs through text, images, and videos. Multiple Means of Action and Expression, students practice their skills. Multiple Means of Engagement, students choose topics that interest them.
Keywords: Autism, EFL Students, Mental Retardation, Universal Design for Learning (UDL)