Asperger Syndrome (AS) is a pervasive developmental disorder, which most researchers feel falls at the higher- functioning end of the Autistic Spectrum (see: www.aspergia.org.uk/thesyndrome/syndrome.asp). Individuals with AS have significant difficulties with social interaction and communication, flexible thinking, and imaginative world play. Researchers at the University of Cambridge (Epidemological Study of Asperger Syndrome, 2003) believe that people with the syndrome are characterised by their impairment in social interaction as well as stereotyped patterns of behaviour, interests, and activities. It is widely accepted that although individuals with Asperger Syndrome (AS) have average intelligence and above, they lack social and communication skills as well as the ability to empathise and identify with others. It has been suggested that the root of the problem lies in their inability to read emotions in others and understand how they feel, in order to appropriately interact. Sufferers of AS are therefore often called socially inept and can be bullied and isolated. There is no known treatment that has any effect on the basic impairments underlying Asperger Syndrome, but handicaps can be diminished by appropriate management and education (Peers, 2003; Andron, 2001; Jackson, 2002; Attwood, 1998). Research to date mainly focuses on understanding the disorder and how to act upon it, for example, teaching social skills for more effective interaction to enable sufferers to achieve better communication and social inclusion. Scant reference to the beneficial effects of the arts is made despite their potential relevance to the condition. Little reference to music (Berger, 1996) or the visual arts (Evans and Dubowski, 1996) is made, and the dramatic art form is most commonly referred to in its most simplistic form: drama as simulation, imitation or role playing. In this workshop it will be argued that drama and theatre in education can help individuals with AS to improve their communication skills by enabling them to gain a better understanding of the world around them, making available to them a special kind of knowledge: 'the experiential'. The importance of this kind of knowledge, which is not confined to propositions but involves conceptual change, will be emphasised. As education of the emotions is the prime objective of dramatic activity, it will be argued that emotions are cognitive in kind and therefore can be educated. This workshop will report on the early stages of a research project which seeks to explore and assess the use of dramatic conventions in encouraging the integration of social, emotional and cognitive development of young people with AS. Selected examples of work in practice across a range of age groups will be presented in order to illustrate its efficacy as a constructive medium to help people with AS interact more effectively with other people, adopting to different situations as the need arises. The creative drama-making process, with an emphasis on appropriate planning and evaluation, will be actively presented during the workshop.