Asperger Syndrome or (Asperger's Disorder) is a neurobiological disorder named after a Viennese physician, Hans Asperger, who in 1944 published a paper which described a pattern of behaviour in several young boys who had normal intelligence and language development, but who also exhibited autistic-like behaviours and marked deficiencies in social and communication skills. In spite of the publication of his paper in the 1940s, it wasn't until 1994 that Asperger Syndrome was added to the DSM IV (Diagnostic and Statistical Manual published by the American Psychiatric Association) and only in the past few years has AS been recognised by professionals and parents (www.aspergia.com). Individuals with AS can exhibit a variety of characteristics and the disorder can range from mild to severe. Persons with AS show marked deficiencies in social skills, have difficulties with transitions or changes and prefer sameness. They often have obsessive routines and may be preoccupied with a particular subject or interest. They have a great deal of difficulty reading non-verbal cues (body language) and very often the individual with AS has difficulty determining proper body space (Kirby et al, 2000). Current research is focusing on identifying the diagnostic criteria of this disorder that differentiate it from other behavioural disorders, in other words on the prognosis aetiology, pathology and epidemology of the syndrome. Furthermore, the attention of much of the available literature in the field is focused on providing an understanding of how these people function and perceive the world (Fitzgerald, 2004). The literature is dominated by personal accounts of individuals who have the syndrome (Baker and Brightman, 1989; Aston, 2001), parents experiencing the syndrome through their children (Myles and Southwick, 2001; Dillon Boone, 1995), as well as guidelines for individuals with the syndrome, their friends and families (Attwood, 1997).As social and emotional education of people with AS is the ultimate objective of this doctoral study, this paper will present an overview of the literature in the field, including offering a definition of the syndrome, its key characteristics, suggested intervention programmes and strategies, and current methods of teaching social skills. The paper will focus specifically on the latter and offer a critique of these, postulating that they are limited in scope and nature. This paper will argue that drama is fundamental to human development and therefore relevant to all aspects of learning (Neelands, 1994; O'Neill, 1995). However, what has emerged in many education and early intervention programmes designed specifically for children on the autistic spectrum has been the use of 'drama as imitation' or limited role playing (Attwood, 1998). Little, if any emphasis has been placed on the more important role of drama as a means of making sense of the world we are living in, or the use of drama to bring about change in a child's emotional growth (Bolton, 1992).In this paper an important distinction will be drawn between simulation, a commonly used method for the teaching of social skills, and Drama in Education. It is suggested that simulation is about imitating other people's code of conduct without necessarily understanding the logic behind their behaviour (Ekman, 1972), which can be particularly frustrating and mentally exhausting for the individual with AS. Whereas Drama in Education, offers an existential experience enabling personal and emotional growth, whilst providing the opportunity of enhanced understanding and decision making (Wagner, 1999). The paper will conclude that the role of Drama and Theatre in Education in the holistic education of young people with AS may provide an effective methodological tool in the education of participants' emotions.