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This article focuses on the facilitating conditions that allow autistic objects and the double to be taken into account in the process of including autistic children at school. This approach is particularly centered on Lacanian psychoanalytical theories concerning the treatment of jouissance in autism thanks to the construction of what we call an “edge.” This notion will be unfolded here in all its clinical and operational dimensions with a clinical case as an example: the case of Lilian, a fourteen-year-old autistic boy who has been supported by a SESSAD team (specialized education and homecare services) for seven years. The data collected comes from educational and therapeutic sessions with Lilian, as well as work in conjunction with his parents and teaching staff.