Purpose: This research aimed to identify the effects of convergence education and suggest the basic data to nurture innovative and collaborative human resources by analyzing the differences of the achievement motivation capability and the attitudes toward acceptance of disabilities of university students between before and after the convergence classes under the title of ‘Understanding Children with Disabilities’. Methods: The subjects are 127 second year students in five departments regarding integrated education of children with and without disabilities (department of speech-language pathology and audiology; early childhood education; early childhood special education; elementary special education; and social welfare) of N University located in G city. The classes were given in the form of textbook-based curriculum, field trainings (volunteer activities related to the improvement of awareness of disabilities and human rights of people with disabilities) and special lectures by invited experts by sufficiently reflecting the core principles (autonomy, bridgeability, contextuality and diversity) of convergence education. Results: As a result of analysis, the score after the convergence class of achievement motivation capability and attitudes toward the acceptance of disabilities of the university students was higher than the score of the test before the class, having statistically significant differences. Conclusion: This study holds significance as it discovered that the convergence class of ‘Understanding of Children with Disabilities’ is a curriculum subject to improve achievement motivation capability and attitudes toward the acceptance of disabilities of the university students, who are the prospective specialists in education, rehabilitation and welfare of people with disabilities.