The use of learning study to enhance theoretically based instruction for students with high functioning autism spectrum disorder
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)