The following article describes the Asperger syndrome (AS), an autism spectrum disorder, including an explanation of the main difficulties involved, especially with regard to social interaction, communication and imagination. In addition, specific examples help provide a more concrete understanding of the topic. Based on the principal explanatory theories of this syndrome--"theory of the mind", "central coherence" and "executive functions"--several implications for education and intervention strategies are described in detail. As confirmed by our own experiences, these strategies are useful in mainstream classroom situations for meeting the needs of such students. Dealing with a conception of AS from the affective, relational and cognitive dimension improves our understanding and educational interventions with these individuals, enhancing the development of their social, communicational, and language skills, their self-regulation and self-determination. In summary, this results in better quality of life within the educational context of inclusive classrooms and schools. (Contains 7 figures and 4 footnotes.)