Occupational therapy and continuing education of teachers: a strategy for school inclusion of students with neurodevelopmental disorders

Abstract

The inclusive perspective requires from teachers the ability to work with children with Neurodevelopmental Disorders, i.e., to include them in the educational process. This research aimed to analyze the impacts of a continuing education proposal for early childhood education teachers, mediated by an occupational therapist, for the school inclusion of students with neurodevelopmental disorders. This was a qualitative research, in which participated 13 teachers and assistants from a Reference Center for Early Childhood Education in Belém (PA). From the results the following units of meaning: 1) Neurodevelopmental Disorders at school: lack of knowledge leading to insecurity; 2) Concepts of teachers about inclusive education; 3) Family and school: fundamental partnership for education and child development; 4) Continuing education as a strategy for school inclusion: occupational therapy possibilities. These results strengthen the initial training of basic education teachers and the need for continuing education; similarly, they show the occupational therapist can be a potential collaborator in this process.