There is limited research regarding how Assessment for Learning (AfL) can support mainstream classrooms that have students with special needs. In current literature, it is assumed that AfL functions in similar ways across different contexts. Studies on how AfL practices can accommodate mainstream and special educational students in the same classroom are very limited. The present study sets out to investigate AfL practices in the context of mainstream classes that include high-functioning students with autism spectrum disorder (ASD), focusing specifically on questioning techniques and teacher feedback. Though these strategies are associated with positive learning outcomes, learners with ASD may face difficulty in engaging in such questioning and feedback dialogue because of various challenges (e.g., atypical attentional networks). This qualitative instrumental case study involved observing six mainstream teachers from five schools during lessons and separately interviewing the teachers and the students with ASD. The study found that these teachers used approaches that focused on three considerations: addressing the cognitive needs of students (e.g. precise and direct questions); their socio-emotional needs (e.g. affirmative feedback); and supporting structures (e.g. visual cues). The study expands our current limited understanding of AfL in inclusive classrooms and highlights the implications for classroom practice.