Abstract
Asperger's syndrome is diagnosed according to several behavioral patterns grouped together as diagnostic criteria. Behind the peculiar nature of each individual are underlying fixed cognitive aspects. This reflection examines the different cognitive mechanisms that are part of the teaching and learning process, which may constitute the essential aspects of this disorder. It discusses how mind theory, empathy, cognitive functioning, and executive functions affect the teaching and learning process. It also discusses the role that the integration of these students within the classroom plays, as well as the role played by the teacher within it. Our goal will be to inform the different groups about this syndrome, in addition to raising awareness that it is not a disease but a condition of life, in order to enable these people to adapt and develop in today's world.
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