Purpose. The purpose of the article is to characterize the social attitudes of parents that influence their choice of educational route for their children who have disorders in the autism spectrum. Methodology and Approach. The study was conducted on the territory of the Russian Federation and the Republic of Belarus. The total sample of surveyed parents raising children with ASD is 170 people. The study was conducted with the involvement of survey methods for the study of attitudes, descriptive statistics and discriminant analysis. Results. The preferred strategies of education of children with ASD from the position of their parents were identified, their fears and concerns were noted. The study confirms the hypothesis that the formation of negative attitudes to educational inclusion of children is influenced not so much by the age and level of education of the parent, as by the presence of associated stigma, as well as the experience of an intolerant attitude towards them and their children from other people surrounding them. The presence of associated stigma, as well as parents’ stress associated with the upbringing of a special child, can become a significant barrier to building an optimal trajectory of the child’s development, including his education. Theoretical and Practical Implications. The results of the study contribute to the development of ideas about the impact of social stigma on social attitudes of the individual. These data help to understand the trajectories of work on the development of an inclusive culture in society.