Teaching students with Asperger’s Syndrome is a challenge. As a teacher who also has Asperger’s, I have some suggestions for how to do this, and wish to share them.

1. Keep the administrators at your school informed about what you are doing.
2. Know the laws regarding these matters, and follow them carefully. Laws regarding confidentiality are particularly important.
3. Identify the special interest(s) of the student (these special interests are universally present with Asperger’s; they also appear, sometimes, with students on other parts of the autism spectrum). Do not expect this/these special interest(s) to match that of anyone else, however — people with Asperger’s are extremely different from each other, just as all human beings are. As is the case with my own special interests in mathematics and the “mathy” sciences, it’s pretty much impossible to get students with Asperger’s to abandon their special interest — and I know this because I, quite literally, cannot do much of anything without first translating it, internally, into mathematical terms — due to my own case of Asperger’s. Identifying the special interest of a student with Asperger’s requires exactly one thing: paying attention. The students themselves will make it easy to identify their special interest; it’s the activity that they want to do . . . pretty much all the time.
4. Find out, by carefully reading it, if the student’s official Section 504 document, or Special Education IEP, permits item #5 on this list to be used. If it doesn’t, you may need to suggest a revision to the appropriate document. (Note: these are the terms used in the USA; they will be different in other countries.)
5. Of things done in class which will be graded, if the relevant document permits it, alter them in such a way as to allow the student to use his or her special interest to express understanding of the concepts and ideas, in your class, which need to be taught and learned. This is, of course, the most difficult step, but I cannot overemphasize its importance.
6. Use parental contact to make certain the parent(s) know about, and agree with, the proposed accommodations/modifications. (504 students get accommodations, while special education students receive modifications. Following both 504 plans, and Special Education IEPs, is not optional for teachers — it is an absolute legal requirement, by federal law, and the penalties for failure to do so are severe. It is also, of course, the ethical thing to do.)
7. Do not make the mistake of punishing any student for behavior related to a documented condition of any kind, including Asperger’s Syndrome.