本研究目的在瞭解現今臺北市國小普通班自閉症學生的學校適應狀況，以及學校支持系統的需求程度與提供狀況，進而探討教師、家長對自閉症學生學校適應狀況看法的差異，及教師、家長及學校行政人員在學校支持系統狀況看法的差異。
本研究採問卷調查法，研究工具為研究者自編之「臺北市國小普通班自閉症學生學校適應及學校支持系統調查表」三份，分別調查普通班自閉症學生的級任教師、家長及行政人員之意見，調查結果所得之有效樣本為58位國小教師，44位家長，以及39位學校行政人員。
研究結果如下：
一、學校適應方面，(一)適應狀況：1. 語言溝通:自閉症學生的語言理解狀況及語言表達狀況不佳，但是，語言理解狀況優於語言表達狀況；2. 人際互動：自閉症學生下課時多獨自一人，與教師、同儕的互動狀況不佳，然而同儕的接納度高；3.特殊行為表現：約九成的學生有特殊行為，其中以喃喃自語、容易焦慮及過動三項的比率最高，而特殊行為經常會影響學生自身的學習；4.常規適應：上課常規以聽到鈴聲會進教室一項狀況最佳，下課常規以會不作危險動作一項的狀況最佳，六成的學生經常能遵守學校常規；5.課業學習：學生課業學習表現以視覺記憶、聽覺記憶及操作性等三項最佳，學習較佳的四項科目為：國語、美勞、音樂及電腦，五成以上的學生喜歡上學，在課業學習、上課參與度及學習遷移的狀況不佳。6.整體的學校適應狀況，七成學生整體的學校適應介於普通與良好。(二)看法差異：教師與家長對自閉症學生學校適應的狀況看法相當一致。
二、學校支持系統方面，(一)學校支持系統狀況：1.需求程度，自閉症學生對學校支持系統有需求，其中37項中有32項為高需求者 ；2.提供狀況，32項高需求者中，有8項為提供不佳者，並且學校行政人員認為已經提供的比率最高，教師次之，家長最低。(二)看法差異：教師、學校行政人員及家長三者都認為需要學校支持系統，而三者在提供狀況看法有差異。
綜合上述研究結果，提出對教育行政當局、學校、教師、家長及巡迴輔導教師及未來之研究提出若干建議。

The purposes of this study are to investigate the school adjustment and school support systemto autistic children in regular classof Taipei City, to examine thier parents' and teachers' opinions regarding their school adjustment condition, and to examine their parents', teachers' and administrators' opinions regarding school srpport system.
The subjects include 58 autistic children's teachers, 44 autistic children's parents and 39 school administrators. Teachers, parents and administrators were asked to fill out "School adjustment and school support system questionnaire" The gathered data are estimated and analyzed.
The major findings are:
I. School adjustment
A. The condition of school adjustment:
1. Communication: the conditions of spoken language and comprehensive language are worse than the peers'. However, to autistic children themselves the conditions of comprehensive language is superior than spoken language.
2. Interaction: during between-class, autistic children mostly play alone. The conditions which autistic children interact with their teachers and classmates are worse than the peer's . Nearly 90% classmates are willing to accept autistic children.
3. Ritualistic behavior: about 90% autistic children exhibit ritualistic behaviors. They have a fairly high frequency of mumbling, anxiety and hyperactivity. Ritualistic behavior affect autistic children's learning.
4. Regulation: about 60% autistic children ususlly obey school regulations. When belling, they entering claass is the best in-class rule-follower and don't do danger activities is the best off-class rule-follower.
5. Curriculum learning: autistic children's visual memory learning, hearign memory learning and process leaning are better than others. In ten subject, linguistics, act, music, and computer are the four best subjects. More than 50% autistic children like to go to school. The conditions of curriculum learning, attendance and shifting are worse.
6. The condition of whole school adjustment. about 70% autistic children are fine.
B. Descriptions of opinions: The opinions of teachers and parents about autistic children's school adjustmint condition are the same.
Ⅱ.School support system,
A. The condition of school support system:
1. Need of school support system: In 37 items, 32 items are in high need .2. Condition of provision: In 32 high need items, 8 items are low provision. At the providence rate, administrators are the highest, teachers are the second, and parents are the last.
B. Description of opinions: administrators, teachers, and parents think that autistic children in regular classes need school support system whereas their opinions about providence condition are different.
The above findings were discussed, suggestions for future study and implication for improvement of education for autistic primary schoolars were made.