Identification and characterization of occupational therapists on schoolrelated actions

Abstract

Introduction: Education is one of the fields of occupational therapy practice; however, little is known about the reality of the Federal District, Brazil, regarding the presence and practices of occupational therapists within the school context. Objective: To identify and characterize occupational therapists from the Federal District, Brazil, who have conducted interventions related to school, as well as to understand their workplace locations and the practices developed. Method: This is a cross-sectional, descriptive, and exploratory study with a quantitative and qualitative approach, involving 40 occupational therapists from the Federal District, Brazil, who responded to an online questionnaire about socioeconomic information, academic background, professional experience, and practices within the school context. Results: The work of occupational therapists within the school context primarily occurs from a clinical standpoint, addressing individual demands. The most cited practices involve guidance for teachers and families, and indication of assistive technologies – practices that contribute to improving the participation of students and staff at school. It discusses the importance of these practices, which respond to necessary demands, and the distance between occupational therapists and the school, which limits the identification of demands intrinsic to the diversity of this environment and the articulation of direct practices in the school space and its surroundings. community from a broader perspective. Conclusion: The absence of occupational therapists as professionals working within the school setting highlights the urgency of discussing the creation of such opportunities. It is believed that studies of this nature can foster reflection and contribute to advancing discussions about a field still open to occupational therapy.