Occupational Therapy support for the school attendance of a child with arthrogryposis multiplex congenita: a case study

• Autor(a) principal: Fiorini, Bianca Sampaio
• Data de Publicação: 2014
• Outros Autores: Araújo, Rita de Cássia Tibério
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Educação Especial (UFSM)
• Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/14486
• topic: Occupational Therapy; Special Education; Assistive Technology.; Terapia Ocupacional; Educação Especial; Tecnologia Assistiva.

The arthrogryposis multiplex congenita (AMC) is a rare disease and is characterized by impairment in multiple joints, which affects the performance of Activities of Daily Living (ADL) and school activities. Assistive technology is an area of knowledge that encompasses resources, adaptations, methodology, strategies and services that aimsto promote greater independence and participation of people with disabilities, impairments or reduced mobility in different contexts. The occupational therapist is a professional who uses assistive technology in order to assist the individual to develop their potential and gain greater independence in their daily activities. This study aimed to report the experience of an occupational therapy intervention directed to the needs of a child with arthrogryposis multiplex congenita (AMC), in relation to the difficulties to perform general tasks in the school context. This is a descriptive study of a case study. The intervention was carried out over a year with a child enrolled in regular class elementary school. School visits for identifying demands were held jointly with the teacher participant seeking prescription, preparation and implementation of tailored resources. A semi-structured interview script was elaborated to verify the perception of the teacher regarding the resources’ use. The adjustments helped and facilitated performance in self-care activities as well as in tasks involving the use of school supplies. The joint work of the health professional with the education professional was perceived by the teacher participant as something that favors more specific behaviors in solving problems of school participation.