Terapia ocupacional no contexto escolar: atuação e práticas com o público infantil

• Autor(a) principal: Santos, Amanda de Jesus
• Data de Publicação: 2023
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UFS
• Texto Completo: https://ri.ufs.br/jspui/handle/riufs/18088
• topic: Terapia ocupacional; Escolas; Crianças; Contexto Escolar; Children; Occupational Therapy; School Context; School

Introduction: The Occupational Therapists seek to approach the spaces where children's occupations are developed, one of them being the school contexto. Their performance is not recent and one of the most developed actions in this space is the process of school inclusion, currently the practices in this context are supported by resolution No. 500 of December 26, 2018. Objective: Explore and Map in Brazilian databases occupational therapeutic interventions with children at school. Method: A Scope Review was performed in order to show the main evidence found in the databases: SCIELO and in the Brazilian Journals of Occupational Therapy, Brazilian Interinstitutional Journal of Occupational Therapy; Cadernos Brasileiros de Terapia Ocupacional - UFSCar e Revista de Terapia Ocupacional da Universidade de São Paulo, based on the guiding questionWhat is found in the Brazilian scientific literature about the performance of occupational therapy in schools with children?. Results: In this research, they were selected 11 articles were selected that were in agreement with the objective of this study. Discussion: The occupations developed in the school are important for child development. The main practices developed by occupational therapists in school with the children's public are with children with some type of disability and those included in the process of school inclusion. The actions are also directed to teachers, which therapists contribute to the development of strategies to help students learn, as well as the construction of more inclusive practices, a partnership between school management, the family and the Community. Conclusion: Most articles report the intervention of occupational therapy directed to the process of school inclusion with students with special educational needs, following the use of Assistive Technologie resources and gives understanding of the school context as a growing environment and highlight the need for more publications about the actions developed in practice in Brazilian databases.