Unless your dd has a statement then the school aren't obligated to do anything. So much will depend on the school. Ds1's school has done a lot for him without a statement but, as Dinosaur says, this doesn't happen everywhere.
At the very least your dd should be given an IEP. This will set out some targets for your dd to work towards and should include details of how the school will help her to achieve them. As your dd will be new to the school you should ideally be able to attend the meeting when the targets are being decided upon.
Potential problems when starting school will include (as Flyingmum says) things like:
Carpet time: it's fairly common for children with AS/ASD to find this difficult. My ds1 hates other children sitting too close. My ds2 dislikes it too but also manages to upset other children by practically sitting on top of them when he feels like it. Ds1 has a small cushion which he uses when he wants to. A carpet tile has also worked just as well.
Noise: Depending on what your child is used to, the noise in the classroom might be overwhelming at first. A quiet area in the classroom can be a real help. My ds2 has headphones that help to reduce the noise levels.
Routine: Visual timetables setting out what is going to happen are very useful. The only real difficulty I've seen with these in Reception is that the focus is supposed to be on children choosing their own activities at certain times and sometimes staff feel that setting out what a child will do is somehow in conflict with this. Stick to your guns!
Playground: If break-times are completely unstructured it can be very difficult for a child with AS/ASD. There is also the whole social minefield to make their way through, eg joining in with games, interacting with other children. Social stories might be useful as a way of explaining 'the rules' and avoiding some of the confusion.
Assemblies: Sitting in a large room full of children can be difficult, especially when everyone starts singing. Sitting on the end of the row will help a little as it is slightly less crowded. Ds1's teacher's strategy was to let children who found assemblies difficult to sit them out until the assembly was almost finished. Gradually she would bring them in earlier and earlier until eventually they would hopefully be able to sit through the whole thing.
UKMum2Boys - as well as the above you might find that you have to really emphasise the fact that just because your ds can read something it doesn't mean that he will necessarily understand it. I was quite fortunate in this as ds1's teachers soon realised that although he could technically read very difficult books he actually needed much easier ones. That way he could slowly build up comprehension skills.