The study aimed to identify the obstacles for integrating autism spectrum children in public schools, from integration officials, psychologists, teachers, and parents of autism spectrum children point of view. The study sample consisted of 429 individuals divided into: 68 integration officials, 50 psychologists, 235 teachers, 76 parents. To meet the study goals, the researcher surveyed to identify disabilities. They are four kinds of obstacles: autism child obstacles, teacher and school

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... um obstacles, school obstacles, and social obstacles. The results showed the incidence of obstacles is high in all kinds of identification. School obstacles came in the first place, followed by those related to teachers and school curricula, then the obstacle related to society, finally child obstacles. Analyzing the variance, statistically significant differences of (0.01) level were found. These differences came in the average scores of individuals on the child obstacles axis. The results also showed statistically significant differences at 4.54 level in the average scores of individuals on the child obstacles axis at 4.36, there were significant differences in the mean scores of individuals on the school obstacles axis (0.05) and 3.76, while there were no significant differences in the mean scores of individuals on the social obstacles axis (0.76