This dissertation explores the attitudes of Chinese parents of children with Autism Spectrum Disorders (ASD) or related concerns towards the inclusive education of children with ASD in China. The study employed an online survey design, gathering data from 295 participants, of whom 223 met the inclusion criteria of being parents to children diagnosed with or undergoing assessment for ASD. The instruments used included the Chinese versions of the Attitude Survey Inclusive Education-Parents (ASIE-P) and the Autism Parenting Stress Inventory (C-APSI). The findings indicate that parents generally hold positive attitudes toward inclusive education of children with ASD. Importantly, no direct linear relationship was found between parenting stress levels and attitudes towards inclusive education. The study further assessed which demographic variables significantly affected attitude scores and performed moderating analyses to explore how parenting stress might moderate the relationship between these demographic variables and attitudes towards inclusive education. Overall, this study highlights that although stress doesn't directly change parents' attitudes towards inclusive education for children with ASD, it significantly moderates the relationship between these attitudes and various demographic factors.