“…Interventions involving a lot of collaboration with school staff members, such as coaching and collaborative consultations, can also help develop the school's ability to promote the participation of children with special needs while fostering the teacher's sense of competence (Hui et al, 2016;Villeneuve, 2009;Villeneuve & Shulha, 2012;Wilson & Harris, 2018). In addition, practice models based on the Response to Intervention (RTI) approach are being increasingly recommended (Bazyk, Berthelette, et al, 2012;Bazyk, Michaud, et al, 2009;Chu, 2017;Hutton, Tuppeny & Hasselbusch, 2016; Ordre des ergothérapeutes du Québec, 2016). In Canada, stakeholders from various disciplines are gradually being encouraged to use RTI in schools (Bissonnette, 2013;Durand, 2015;McIntosh et al, 2011).…”