The purpose of this research was to examined the effect of attribution for learning moti vation toward children with disability in integrated situation. For the purpose of this stud y, 57 children with disability were selected in regular classroom. And comparison group was selected 60 children in regular classroom. The comparison on Attribution for sucess/f ailure learning situation and on learning motivation between disabilities children and non disabilities children. The results of this study were followed (a) The disabilities children has attribution on learning situation which extra-control fa ctor and non disabilities children has internal-control factor. (b) The disabilities children has low level in learning motivation then non disabilities children. (c) The disabilities children's attribution on learning situation influenced learning motiv ation. Specially teaching method and difficult level of task were very important factor whi ch learning motivation in integration situation. The implications of this study could be summarized as follows First, it is necessary to study a follow-up research to get attribution and learning motiv ation of disabilities children. Second, important factor for disabilities children's increasing ratio of learning participati on and academic achievement in integrated situation was there attribution on extra-control attribution Third, it is necessary to study a follow-up research to get more data in learning moti vation for disabilities children.