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Advisor(s)
Abstract(s)
The present study is part of a project that aims to develop a common framework defining general requirements – in terms of skills, contents and methods – to be considered on occupational therapists (OT)’ training for school-based practices aligned with the principles of inclusion. Although the concept of inclusive education has been, consensually, defined as the enablement of school contexts to support the access, participation and progression of all students - considering a wide spectrum of learning and functioning profiles -, the bridging of that conception and the field of practices has been subject to different understandings (e.g., Amor et al., 2019). Within school-based OT such praxeological divergences can be recognized in terms of the prominence assigned to in-class vs pull-out services; to child-direct vs consultation practices; and/or rehabilitation vs participation-centered approaches (e.g., Kaelin et al., 2019). In Portugal, there is around 90 Inclusive Resource Centers – IRC (DGE, 2019), which general goal is to mobilize specialized human resources – including the OT – to incorporate multidisciplinary teams at schools (along with regular and special education teachers, psychologists, principals, parents) promoting the process of inclusion of children in need of additional supports.
Description
Keywords
Inclusive education School-based occupational therapy Additional support needs Inclusive resource centers
Citation
Mónica Silveira-Maia, Silvia Alves, Maria João Trigueiro, Joaquim Faias, & Vitor Silva. (2020). School-based practices of occupational therapists for an inclusive education in Portugal. ICCA2020 International Conference on Childhood and Adolescence, 61–63
Publisher
eventQualia