Adaptation of a collaboration protocol based on levels of interdependence and school actors’ needs in a primary school supporting mainstreaming of students with ASD in regular
This article presents a development research proposing a protocol aiming at supporting the collaboration between school actors involved in the mainstreaming of a student with autism spectrum disorder (ASD). The objectives of this study were to 1) study collaborative practices based on the theoretical model of the interdependence continuum (Beaumont et al., 2010) and 2) adapt a protocol to support collaboration and better meet the needs of the school actors. The results showed that collaborative practices in this school reached intermediate levels of interdependence. Adaptations have been proposed to the protocol already in place: organized monitoring between the actors involved and effective planned meetings during the school year among other things, have been added to the protocol.