本研究以了解北市高職特教班自閉症學生背景、學校背景、學校適應狀況及支持系統以及任教自閉症學生教師及家長之困擾為目的。
研究方法是透過問卷調查為主，並輔以訪談的方式。主要用以蒐集資料的工具包括自編之「北市高職特教班自閉症學生學校適應之調查問卷」，分為「教師填」及「家長填」兩種問卷，及「北市高職特教班自閉症學生學校適應之訪談大綱」作為訪談教師及家長用。
研究者首先以座談會的方式，了解高職特教班自閉症學生目前的學校適應狀況，作為架構問卷的參考之一。其次，問卷調查對象為九十一學年度北市公私立高職特教班自閉症學生的教師及家長。樣本數為教師及家長各22人，回收「教師填」的問卷21份，回收率95﹪；回收「家長填」的問卷17份，回收率81﹪。本研究結果呈現以教師填問卷為主，家長填問卷為輔。最後，選取4位個案的教師及家長作半結構式訪談。
綜合研究結果，獲得以下結論：
一、學生背景：學生較突出的表現包括記憶、空間、音樂、繪畫、計算、電腦等。特殊行為出現最多的有固執、不斷重複的行為及表達喜歡的行為。
二、學校背景：任教北市高職特教班自閉症學生的導師，超過七成為特殊教育合格教師。且教師大多能參與進修與研習。目前學生所上的學程以家事與服務最多。職場實習以服務最多。
三、學校適應狀況：教師認為學校適應差的為語言表達、人際互動、學習表現及職場實習；學校適應較好的為語言理解、常規適應及整體適應。家長認為學校適應差的為人際互動、特殊行為的影響，其餘皆屬學校適應好。
四、支持系統：教師認為學校在十項支持中提供了九項。但家長認為學校在調整教材教法、作業及評量、IEP內容符合需求這三項沒有提供。教師認為職場實習只提供四項支持中的一項。教師及家長都認為在家長支持的部分，五項皆有提供。
五、教師及家長的困擾：在問卷調查的部分，約七成以上教師及家長都只有偶爾的困擾。訪談發現教師與家長比較困擾的是學生的職場實習與就業、課程及教學很難符合需求、情緒問題、工作量大以及不了解學校的處理。另外，也有家長了解無法改變體制，因此要求較低、沒有困擾。
最後，根據本研究結果提出對教育行政單位、學校、實習職場、家長及未來研究的建議。

The purpose of this research was to understand all aspects about the Autism students in the special education class of the vocational high schools in Taipei City, including their family and school background, school adaptation, the available supporting systems, and the concerns from their parents and teachers.
Questionnaire accompanied with interviews is the main method adopted in this research. The main tool designed to gain the information is the questionnaire titled “The Questionnaire for Autism Students’ Adaptation in the Special Education Classes of the Vocational high Schools in Taipei City.” The questionnaire is designed into two formats: one is for the teachers to fill in；the other is for the parents. Interviews were carried out under the guideline designed as “The guidelines to interview with people related to Autism students”.
First of all, we tried to understand the adapting status of the autistic students in school through informal discussion meetings and used it as reference for questionnaire. Second, we took the teachers and parents of the autism students of the special education class of vocational high school of year 2002 in Taipei City as the survey targets. The numbers of the questionnaire are 22 for teachers and parents; the numbers of recovered sample are 21(recovery rate of 95%) and 17(recovery rate of 81%) for teachers and parents. This study focused mainly on the recovered questionnaire form teacher and secondary on the ones from the parents. Finally, we had semi-structural interviews with teachers and parents of four independent autistic cases.
Conclusions were as follows:
1. Students’ Backgrounds: they are generally gifted with the ability on memory, spatial conscious, music, painting, and computer skills. Obvious special behaviors are stubbornness, repeated behaviors, and the way they express their favorites.
2. Schools’ Backgrounds: over 70% of the class teachers are licensed as Special Education Teachers. Most of the teachers are able to pursue further education. Most of the courses that the students take are limited to the service oriented jobs such as housekeeping. Externship is mainly focused on the service industry.
3. Adaptation in Schools: the teachers declare that, at school, the students appear to have poorer adaptation in lingual expression, interpersonal relationship, learning performance, and externship, while have better adaptation in lingual understanding, manner adaptation, and community adaptation. However, the parents believe that their children adapt well except interpersonal relationship and some affections due to special behaviors.
4. Supporting Systems: The teachers believe that the school provided 9 items among 10 candidates, whereas parents believe the school does not support the following 3 items: modification of teaching materials and methods, homework and its qualification standards, and suitable contents of IEP. In externship, only 1 item among 4 was provided. In contrast, for supports from parents, both teacher and parents believe all the 5 items are supported.
5. Teachers’ and Parents’ Concerns: The result of the questionnaire shows that over 70 percent of teachers and parents have troubles just occasionally. According to the interviews, teachers and parents care more about the students’ externship and employment , suitable course, emotional problems. Additionally, they also worry about their own overworking problems and communication issues with the school. However, some other parents who believe that they can do very little to change the current situation and, therefore, do not care much.
Finally, several suggestions are addressed to education affair administrators, schools, externships, parents, and, hopefully, other researchers as their clues for future studies.

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