The overall objective of this research is to design a workshop for learning English as a second language (L2) through music, creating an inclusive environment for people with Asperger Syndrome (AS). The methodology used sought to take advantage of the relationships between language and music, addressing the accentuation and intonation of English in a naturally and logically way. Also to facilitate social interaction, taking into account the interests and varied learning styles, allowing children with AS make use of the abilities in which they generally excel. This research focused on the metaphor to address a difficult characteristic of children and young adults, and to a greater extent people with AS, and on the other hand to bring the learning experience to the everyday use of language. It is based on a literature review on the concept of inclusion, from an approach that values difference and learning in people with AS, from authors like Mercedes Belinchon. It also addresses the methodology of Jazz Chants by Carolyn Graham, linking learning English as L2 and music. The metaphor is approached from the principle of gradual prominence of Rachel Giora, which serves as the backbone structure of the contents of the workshop. The final result is a workshop of eight sessions that expands the method of Graham, to exploit the relationship between music and language, and that allows children with AS to participate on equal opportunities with peers by facilitating them to make contributions from their particular strengths.