Resumo

SOUTO, Maely Sacramento de; GOMES, Ewerlin Bruna Neves  e  FOLHA, Débora Ribeiro da Silva Campos. Special Education and Occupational Therapy: Analysis of Interfaces From Knowledge Production. Rev. bras. educ. espec. [online]. 2018, vol.24, n.4, pp.583-600.  Epub 01-Out-2018. ISSN 1980-5470.  https://doi.org/10.1590/s1413-65382418000500008.

This study aimed to identify and analyze how Occupational Therapy has been linked to the field of Special Education in Brazil, from the production of knowledge in the field. For that, a bibliographic review research was carried out in the two Brazilian indexed journals of Occupational Therapy: Revista de Terapia Ocupacional from São Paulo University and Cadernos Brasileiros de Terapia Ocupacional, from the combination of descriptors occupational therapy AND special education OR school inclusion OR inclusive education. The results involved 18 papers from the cutoff period from 2003 to 2017. It was possible to observe a close relation between Occupational Therapy and Special Education, more focused on favoring the inclusion of schoolchildren with disabilities. The work of occupational therapists in the educational context was shown with eminently collaborative character with teachers and other actors of the school routine, in order to provide conditions and opportunities for learning and participation for children whose school performance is affected by limiting situations or disabilities. The main forms of action involve: prescription and provision of Assistive Technology; environmental adaptations of toys and materials; and continuing education for teachers. It is possible to conclude that several important practices have already been carried out by occupational therapists in the educational field and in the interface with Special Education, which ratifies that these professionals are able to compose the educational inclusion teams. It is important to highlight the importance of increasing the insertion of this professional in educational environments and services, given their relevant contributions to the field.

Palavras-chave : Knowledge production; Occupational therapy; Special Education; Inclusive education.

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