本研究的主要目的在比較不同性別、年級、接觸程度的普通班國小學生對自閉症兒童之接納態度，並調查自閉症兒童在普通班的社會地位，及自閉症兒童的家長和老師對自閉症混合教育的看法。
本研究採用問卷調查法，依照三種接觸程度在台北縣市國民小學取得四、五、六年級男女學生741位及自閉症兒童、家長、導師各六位。主要的研究工具為「社交計量表」、「自閉症兒童就學現況調查表」，及研究者自編的「國小學生對自閉症兒童態度量表」，施測結果以三因子多變項變異數分析、積差相關等統計方法加以處理，再輔以文字敘述家長、教師自由表達的意見。
本研究主要發現如下：
1.女生較男生接納自閉症兒童。
2.年級低者較年級高者易接納自閉症兒童。
3.和自閉症兒童接觸愈少者愈接納自閉症兒童。
4.自閉症兒童在普通班並未受到明顯排斥。
5.自閉症兒童的家長希望教育安置的類型能多樣性，並認為導師的接納是影響自閉症兒童在校適應的最大關鍵。
6.教師希望能提供在職訓練或有關的教材教法，並推廣大眾對自閉症的認識。
本研究依結論、研究的限制，提出有關接納自閉症兒童態度的有關建議，作為將來改進的參考。

The purposes of this study are :1. to explore the effect of sex,grade,and degree of contact of elementary school students on their attitude toward children with autism; 2. to investigate the social status of autistic children in regular class ; and 3. to reveal the opinion of parents and teachers of children with autism regarding the mainstreaming education.
The subjects include 741tudents, 388 boys and 353 girls, in grades four, five, and six from the schools in Taipei city and Taipei county, and six autistic children, their parents and teachers. "Sociometric Scale","Autistic Child Placement Questionnaire", and "Acceptance Attitude Scale for Elementary Students toward Atistic Children" arde used for data collection. The data obtained are analyzed by MANOVA, and Pearson's corrlation. The major findings are listed below:
1.The girls are more willing to accept students with autism than boys.
2.Autistic children are more acceptable by 4th graders than 5th and 6th graders.
3.The less the subjects contact with autistic children, the more they tend to accept autistic children.
4.Autistic children are not obviously rejecteded by their regular class students.
5.The parents of autistic children hope to have pleural education placements to suit needs of their children. They think that the acceptance of the teachers is crucial for autistic children's school adjustment.
6.Teachers of autistic children wish to have inservice training and to be provided with teaching materials and methords suitable for students with autism.
The researoh findings are discussed in the framework of contemporary education system for children with autism in Taiwan, Recommendations for future research and education system are also made.