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The aim of this chapter is to analyse and describe how teachers’ use of theoretical conjectures in instruction during a Learning Study (LeaS) process affected high-functioning autism spectrum disorder (HFASD) students’ learning outcomes when following the national curriculum. Participants were students in grades 7 to 9 (n = 11) and their teachers (n = 5). The 11 adolescents (4 females and 7 males)
