本研究选取北京市三所培智学校7-9年级共117名学生，用同伴提名法对他们的同伴接纳水平进行测定，然后对每个班的老师都进行了访谈，并用自然观察法对三个不同接纳类型的儿童进行观察。研究结果表明：（1）不论班额大小，三类儿童在班级中的分布情况是比较一致的，都近似正态分布。（2）7-9年级智力落后儿童的同伴接纳水平与智商有极其显著的相关，而与他们的年龄、性别、年级、学校和智力落后的类型无关。（3）在班级群体中,三种不同接纳水平的儿童与同伴相互作用的行为不仅在频率上，而且在质量上都有显著的差异性。（4）影响7-9年级智力落后儿童同伴接纳水平的因素主要包括外部的因素和个体内部的因素。（5）7-9年级智力落后儿童同伴接纳的情况具有自己的特殊性。

This study selected a total of 117 students of grade 7-9 from three Special Education School in Beijing, and studies their peer-acceptance level with the method of peer nomination. This study also interviews teachers from each class. Besides, three children with different types of peer-acceptance were studied by natural observation. As the results show: (1) No matter how many students in each class, the distribution of three different types of children are similar to normal distribution. (2) The levels of peer-acceptance of children with intellectual disability from grade 7-9 are significantly related to their IQ, and have nothing to do with their age, gender, grade, school and other factors. (3) In class, the difference of interaction acts among peers of three different levels of acceptance not only lies in frequency but also in quality. (4) The factors which influence the level of peer-acceptance of children with intellectual disability from grade 7-9 include external factors and internal factors of the individual. (5)The peer-acceptance of children with intellectual disability from grade 7-9 have its own particularity.