Inclusão Escolar de Pessoas com Necessidades Educacionais Especiais numa Unidade Pública Municipal e a Inserção do Terapeuta Ocupacional

Abstract

Introduction: Inclusion is a process that has taken place slowly towards what is expected to be achieved, but it is not yet finalized, it continues dragging itself to the full attainment of the rights of people with disabilities, such as the right to quality education. The Occupational Therapist in the School Context aims, among its functions, to evaluate and intervene in the student’s occupational performance in order to promote full participation in school activities with autonomy and independence. Objective: To reflect on the school inclusion of children and adolescents with special educational needs in a municipal public unit, pointing out the importance of inserting the occupational therapist in this context. Method: Exploratory, qualitative study, through field research, using as a collection technique a semi-structured questionnaire, applied with teachers from the 1st to the 9th grade of elementary school who have students with disabilities. Results: The field of research made it possible to understand how the process of school inclusion occurs, through the analysis of teachers' subjective data about their perspectives to school inclusion, the skills needed for inclusive action and their knowledge in relation to Occupational Therapy in the school context. Conclusion: It was observed that the process is still far below what is necessary for effective school inclusion, taking into account the possibilities of access, be it architectural, communicational, methodological, instrumental, programmatic, or attitudinal accessibility, as well as the continuing training of teachers, the availability of specialized professionals, such as Occupational Therapists and the responsibility of each to make inclusion happen.