Terapia ocupacional na educação inclusiva : contribuições e desafios
Miniatura indisponível
Data
2017
Autores
Cunha, Nívea Maria Ribeiro Rocha da
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Resumo
O profissional da Terapia Ocupacional, na perspectiva da Educação Inclusiva, está
habilitado para contribuir no processo de construção e desenvolvimento do indivíduo com
necessidades especiais, promovendo ações com a criança, família, professores e escola.
Portanto, com a proposta de entender as intervenções terapêuticas ocupacionais, bem
como os desafios encontrados nas práticas profissionais, a presente pesquisa teve como
objetivo elencar as práticas desenvolvidas e os desafios encontrados pelo terapeuta
ocupacional na educação inclusiva. A metodologia desenvolvida para o levantamento dos
dados foi através da aplicação do questionário semiestruturado com os terapeutas
ocupacionais. Participaram da pesquisa 11 (onze) terapeutas ocupacionais, desses 55% já
trabalharam no processo de educação inclusiva, levando à conclusão de que as práticas
mais desenvolvidas destinam-se às orientações especificas sobre uso de tecnologia
assistiva e/ou mobiliário, além de orientações gerais ao professor na escola regular,
seguida de orientação familiar em relação à escola e à inclusão. Foi constatado que os
maiores desafios referem-se à falta de preparação, tanto do professor, para receber os
alunos com necessidades especiais na sala de aula, como da equipe da escola regular,
para o processo de inclusão escolar.
From the perspective of Inclusive Education, an Occupational Therapist is qualified to be able to contribute towards the improvement and development of an individual who has special educational needs, by organising various activities with the child, his/her family, teachers and the school. So, with the purpose of understanding the occupational therapist’s work as well as challenges to be found in this professional’s services, the research undertaken herein intended to point out the various activities performed and the challenges that are to be found in inclusive education. The methodology used to gather information was by applying a semistructured questionnaire to the occupational therapists. Eleven (11) occupational therapists consented in participating in this research, of which 55% of them have already worked within the inclusive education process, which leads to the conclusion that the most commonly used activities are destined to specific guidance on how to use computer aided technology and/or furniture apart, also, from presenting teachers with general guidelines at regular schools, followed by providing advice to the child’s family regarding school and inclusion. It was possible to understand that the greatest challenges reffer to lack of training, both on the part of teachers, to receive and integrate children with special educational needs for classroom activities at regular school, as well as on the part of staff, for the inclusion process.
From the perspective of Inclusive Education, an Occupational Therapist is qualified to be able to contribute towards the improvement and development of an individual who has special educational needs, by organising various activities with the child, his/her family, teachers and the school. So, with the purpose of understanding the occupational therapist’s work as well as challenges to be found in this professional’s services, the research undertaken herein intended to point out the various activities performed and the challenges that are to be found in inclusive education. The methodology used to gather information was by applying a semistructured questionnaire to the occupational therapists. Eleven (11) occupational therapists consented in participating in this research, of which 55% of them have already worked within the inclusive education process, which leads to the conclusion that the most commonly used activities are destined to specific guidance on how to use computer aided technology and/or furniture apart, also, from presenting teachers with general guidelines at regular schools, followed by providing advice to the child’s family regarding school and inclusion. It was possible to understand that the greatest challenges reffer to lack of training, both on the part of teachers, to receive and integrate children with special educational needs for classroom activities at regular school, as well as on the part of staff, for the inclusion process.
Descrição
Orientação: Emmanuel Maria Carlos Borrego Sabino ; co-orientação: Rosa Serradas Duarte
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, TERAPIA OCUPACIONAL, EDUCAÇÃO INCLUSIVA, ESTUDOS DE CASO, BRASIL, EDUCATION, OCCUPATIONAL THERAPY, INCLUSIVE EDUCATION, CASE STUDIES, BRAZIL