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The child with Asperger's Syndrome can be readily included into the regular classroom in a variety of ways, and with a little pre-planning and foresight it can be a beneficial experience for the student. The first step in this process is communication with everyone. For instance, if you are going to mark a child for inclusion into the regular classroom during math, you want to have the parents, regular education and special education teacher, principal, and any person that will be involved in helping to implement the change. This will cause an alteration in the child's minutes, and a notification must be given to the parents to make a change such as this to their IEP (Individualized Educational Program). When the meeting occurs to discuss the inclusion, brainstorm concerns, potential obstacles, benefits and affects that it will have on both the other students and the student with Asperger's. This input in priceless, as it can be used to make a plan as to implement the process. One key thing that must be set up is a consisten method of documentation that everyone uses to track behaviors (positive or negative), concerns, and related information. Consistency is also important in rewards and discipline for the child. If everyone is not on the same page, the inclusion can quickly fall apart and waste not only the child's time and everyone else's, but cause a lost opportunity for the child's growth and education.

The student will need to be prepared beforehand by discussing the proposed change, explaining what will happen and even going so far as to draw out each step. When they will go, what will happen, who will be there, and so on should be lined out in a social story or written account that is reviewed a good length of time before they are to start. This will make the transition to inclusion smooth and less traumatizing for the child. Reading this reminder of events each day up until the day of inclusion in the activity or class is critical. It lays a foundation of familiarity for the child and gives them a framework of reference as they actually do what was discussed. Knowing what is coming can be the difference between a successful experience and a complete meltdown when the change occurs.

If the student happens to admire or like to buddy around with another student in the regular classroom, they might be paired with them during the period (if feasible). Having a peer mentor is a wonderful tool to help them navigate the social, behavioral, and similar challenges

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