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THE IMPORTANCE OF OCCUPATIONAL THERAPY IN THE SCHOOL
CONTEXT
Thais Vieira Góis dos Santos1
Abstract: Occupational Therapy in the school context plays a fundamental role in promoting the
integral development of students, contributing to inclusion, learning, and active participation in
educational activities. This article aims to discuss the importance of the occupational therapist’s
role in the school environment, highlighting their contributions to the teaching-learning process
and to overcoming barriers that hinder students’ occupational performance. This is a bibliographic
study, based on scientic productions that address the interface between Occupational Therapy and
Education. The results show that the occupational therapist’s intervention favors the adaptation of
teaching materials, the organization of the school environment, the development of motor, cognitive,
and socio-emotional skills, as well as support for students with learning difculties, disabilities, or
developmental disorders. Furthermore, the importance of collaborative work between occupational
therapists, teachers, administrators, and families is emphasized, aiming at the construction of inclusive
and accessible educational practices. It is concluded that Occupational Therapy in the school context
is essential for promoting equity, autonomy, and the full development of students, strengthening
inclusion and the quality of the educational process.
Keywords: Learning. School Context. Inclusion. Occupational Therapy.
1 Teacher, researcher, and writer. Graduated with a Bachelor’s degree in Letters – Portuguese/
English (FTC, 2012) and Pedagogy, she is a Psychopedagogue, Neuropsychopedagogue, and holds a
Master’s degree in Educational Science from the Universidad Interamericana. Currently, she is an un-
dergraduate student in Occupational erapy at UNINASSAU Faculty (2025.2).
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INTRODUCTION
Occupational Therapy has become internationally established as an essential profession
in the educational context, especially in countries such as the United States, Canada, the United
Kingdom, and Australia. In these systems, the occupational therapist integrates into school teams,
contributing directly to the overall development of students, promoting autonomy, participation in
pedagogical activities, and the inclusion of children with different sensory, cognitive, motor, and
socio-emotional proles.
The work is carried out through evidence-based practices focused on sensory regulation,
psychomotor skills, functionality, organization of the school routine, accessibility, and support for
teaching staff in implementing inclusive strategies.
In Brazil, however, despite recent advances in discussions about inclusion and special
education, Occupational Therapy still has little formal presence in the school environment, remaining
unknown to administrators, teachers, and public policy. The role of occupational therapists in
Brazilian schools is fragmented, sporadic, or restricted to isolated projects, highlighting a signicant
gap between inclusion legislation and the effective presence of this professional in the daily life of
educational institutions.
This gap between national practice and the established experience of other countries
demonstrates the urgent need for studies that analyze international models and propose ways to
strengthen Educational Occupational Therapy in Brazil.
In this sense, investigating how different countries structure programs, policies, training,
and intervention methodologies in school occupational therapy offers support for the creation of
guidelines adaptable to the Brazilian reality. This article aims to comparatively analyze the role of
Occupational Therapy in education within and outside the country, identifying gaps, possibilities, and
strategies that can contribute to the development of more integrated, inclusive practices aligned with
the needs of Brazilian students.
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Based on this analysis, a mini-project for school intervention is proposed, inspired by
international models, aiming to expand the participation of occupational therapists in Basic Education
and strengthen actions for inclusion, human development, and learning.
School is a fundamental space for the integral development of children and adolescents,
being responsible not only for the transmission of academic knowledge, but also for the promotion of
social, emotional, cognitive, and motor skills. In this context, the adoption of inclusive educational
practices that meet the different needs of students, respecting their individualities and potential,
becomes essential.
Given this scenario, Occupational Therapy emerges as a relevant eld of practice in the
school environment, contributing to the active and meaningful participation of students in teaching
and learning activities. Occupational Therapy in the school context focuses on the occupational
performance of students, considering their abilities, the school environment, and the demands of the
proposed activities.
Occupational therapists work to identify barriers that interfere with learning and participation,
proposing strategies that involve adapting materials, organizing physical space, providing guidance
to teachers, and supporting families. This work is especially important for students with disabilities,
developmental disorders, learning difculties, or other specic educational needs.
Furthermore, the presence of an occupational therapist in schools strengthens interdisciplinary
work, favoring the construction of more accessible and inclusive pedagogical practices. By collaborating
with teachers, administrators, and other education professionals, Occupational Therapy contributes
to the promotion of autonomy, independence, and the overall development of students. Thus,
understanding the importance of Occupational Therapy in the school context becomes fundamental
to expanding the possibilities for inclusion, equity, and quality in the educational process.
TheThe overall objective of this study is to... aTo analyze the importance of Occupational
Therapy in the school context, highlighting its contributions to promoting inclusion, holistic
development, and student participation in the teaching-learning process. While the they aretheSpecic
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Objectives: To analyze the importance of interdisciplinary work between occupational therapists,
teachers, school administrators, and families; to understand the role of the occupational therapist in the
school environment and their main areas of practice; and to describe the strategies and interventions
used by Occupational Therapy to promote the autonomy, functionality, and occupational performance
of students.
THEORETICAL REFERENCE
Occupational Therapy is a eld of knowledge that aims to promote the autonomy,
participation, and occupational performance of individuals in their different life contexts, including
the school environment. In the educational context, this approach enables the identication of barriers
that interfere with school performance and the proposal of strategies that favor the active participation
of students.
According to the American Occupational Therapy Association (AOTAA, 2020), the practice
of Occupational Therapy is centered on human occupation, considering the interaction between
person, environment, and activity as fundamental elements for development and learning.
In the school setting, the occupational therapist’s role is directly related to the principles
of inclusive education. As advocated by the National Policy on Special Education from an Inclusive
Education Perspective (Brazil, 2008), the school must guarantee access, retention, and learning for all
students, respecting their differences.
In this sense, Occupational Therapy contributes to the adaptation of the curriculum, teaching
materials, and physical environment, promoting more equitable learning conditions. According to
Rocha and Cavalcanti (2017), the occupational therapist acts as a mediator between the student and
school demands, favoring the overcoming of functional difculties that impact the educational process.
Authors such as Bundy, Lane, and Murray (2016) highlight that Occupational Therapy
intervention in the school context should encompass motor, sensory, cognitive, and socio-emotional
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aspects, which are fundamental for academic performance. Difculties related to motor coordination,
writing, attention, organization, and behavior can signicantly interfere with learning, and the
therapist’s role is essential for the development of these skills.
Furthermore, the use of playful and meaningful strategies promotes student engagement and
enhances the results of interventions. Another relevant aspect of Occupational Therapy in schools is
collaborative work with teachers, administrators, and families.
According to Villeneuve (2009), collaborative practice strengthens the construction of
inclusive pedagogical strategies, allowing interventions to go beyond individualized attention and
reach the collective context of the classroom. This articulation contributes to the continuity of
strategies in daily school life, promoting greater effectiveness in the teaching-learning process.
Thus, the theoretical framework shows that Occupational Therapy in the school context
plays a fundamental role in promoting inclusion, autonomy, and the holistic development of students.
By considering individual and environmental needs, the occupational therapist contributes to the
construction of more accessible, humanized educational practices aligned with the principles of
inclusive education.
Authors in the eld highlight that occupational therapists act as mediators between the
student, the environment, and school demands. Rocha and Cavalcanti (2017, p. 45) state that “the role
of Occupational Therapy in schools enables the construction of strategies that minimize functional
difculties and expand the possibilities for student participation in the educational process.”
This mediation involves everything from adapting teaching materials to guiding teachers
regarding the specic needs of students. Occupational Therapy is based on the understanding that
participation in meaningful occupations is essential for human development and the building of
autonomy.
According to the American Occupational Therapy Association (AOTA, 2020, p. 1),
“occupational therapy supports people’s health and participation through engagement in occupations.”
In the school context, these occupations are directly related to learning activities, social
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interaction, self-care, and participation in the educational routine, making the occupational therapist’s
role indispensable for the student’s full development.
With regard to skills development, Bundy, Lane, and Murray (2016, p. 23) emphasize that
“school performance is directly related to the child’s motor, sensory, cognitive, and socio-emotional
skills.”
Difculties in these areas can compromise activities such as writing, reading, organizing
school materials, and paying attention in the classroom. Therefore, occupational therapy intervention
becomes essential to foster the development of these skills, promoting greater engagement and success
in the learning process.
Furthermore, collaborative practice is one of the pillars of Occupational Therapy in the
school context. Villeneuve (2009, p. 38) highlights that “collaboration between occupational therapists
and teachers broadens the impact of interventions, since the strategies become integrated into the
classroom routine”.
This collaboration strengthens interdisciplinary work and contributes to the development of
more accessible pedagogical practices, beneting not only students with specic needs, but the entire
school community.
Therefore, the theoretical framework shows that Occupational Therapy in the school context
goes beyond individualized care, assuming a strategic role in promoting inclusion and participation.
By considering the interaction between the individual, the environment, and occupation, Occupational
Therapy contributes to building a fairer, more accessible school committed to the holistic development
of students.
According to Galheigo (2011, p. 34), “Occupational Therapy in the social and educational eld
assumes the ethical-political commitment to promote the inclusion and participation of historically
excluded subjects.” This perspective broadens the occupational therapist’s role beyond the clinical
focus, valuing the school context as a space for development, coexistence, and the construction of
citizenship.
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Rocha and Cavalcanti (2017, p. 45) reinforce that “the role of Occupational Therapy in
schools enables mediation between institutional demands and student needs, favoring occupational
performance and learning.”mThis mediation involves actions such as adapting teaching materials,
organizing the physical space, providing guidance to teachers, and developing strategies that meet the
specic needs of the students.
With regard to the development of skills necessary for school performance, Silva and Jurdi
(2018, p. 62) state that “motor, sensory, cognitive and emotional difculties can directly impact the
learning process, and Occupational Therapy intervention is essential to minimize these impairments.”
In this way, the occupational therapist’s work contributes to the development of motor
coordination, writing, attention, organization, and emotional self-regulation. Another relevant aspect
is the collaborative work between the occupational therapist and the school staff.
According to Jurdi and Brunello (2014, p. 89), “collaborative practice strengthens the
construction of inclusive strategies, enabling interventions to become part of the daily routine of the
classroom.” This articulation favors the continuity of actions and expands the benets of interventions
for the entire school community.
Therefore, in light of the authors presented, it is evident that Occupational Therapy in the
school context plays a fundamental role in promoting inclusion, equity, and student participation.
By considering the relationship between the individual, the environment, and occupation, the
occupational therapist contributes to the construction of more accessible, humanized educational
practices committed to the holistic development of students.
Occupational Therapy: conceptual foundations and eld of practice
Occupational Therapy is a health profession based on the understanding of the human being
as an occupational subject, who develops and actively participates in their environment through
meaningful activities. Its practice involves assessment, intervention, and promotion of functionality,
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social participation, and autonomy, considering the physical, emotional, cognitive, social, and cultural
contexts in which the individual is embedded.
In the educational context, Occupational Therapy works in an interdisciplinary way with
educators, psychologists, speech therapists, and other school professionals, helping children and
adolescents develop the skills necessary for full participation in the school environment. This includes
aspects such as ne and gross motor skills, sensory processing, attention, behavior, temporal and
spatial organization, and autonomy in daily school activities.
School Occupational Therapy in the International Context
In developed countries, school-based occupational therapy is widely established as an integral
part of educational policy. In the United States, occupational therapists work in accordance with the
Individuals with Disabilities Education Act (IDEA), which guarantees specialized support within
the school, focusing on participation and learning. Services are part of the Individualized Education
Plan (IEP) and follow a logic of both individual and consultative intervention, guiding teachers and
adapting activities.
In Canada, the model is centered on participation and occupational performance, with
strong collaboration between schools, families, and community services. Intervention often occurs
in the classroom, through sensory adaptations, inclusion strategies, and support for difculties with
emotional self-regulation.
In the United Kingdom, school-based Occupational Therapy integrates multidisciplinary
teams that work directly in public schools, focusing on creating accessible environments, psychomotor
development, and supporting students with neurodevelopmental disorders. The approach is guided by
the Canadian Model of Occupational Performance (CMOP-E) and by concepts of occupation-based
therapy.
In Australia, the presence of occupational therapists in schools has been strengthened by
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inclusion policies and investment in school mental health, particularly through programs that integrate
sensory regulation, motor skills, and functional literacy.
These countries share common elements: a solid legal framework, recognition of occupational
therapy in schools, public funding, specic training, and systematic integration into educational
teams—aspects that are still not well-established in Brazil.
Occupational Therapy in Brazilian schools: gaps and advances
Occupational therapy in Brazilian schools has made signicant progress in recent decades,
especially regarding the recognition of its importance in the educational inclusion process. The
expansion of public policies aimed at inclusive education and the strengthening of the debate on
diversity and equity have contributed to the gradual integration of occupational therapists into the
school environment.
This approach has enabled the development of strategies that encourage student participation
in educational activities, adapt the school environment, and support teaching staff, promoting more
accessible and inclusive practices.Despite these advances, there are still signicant gaps in the effective
implementation of Occupational Therapy in Brazilian schools.
The absence of specic public policies guaranteeing the presence of occupational therapists
in school systems, as well as the limited number of recruitment processes and hiring, hinders the
consolidation of this practice. Furthermore, many education professionals are still unaware of the
role of Occupational Therapy in the school context, which can lead to fragmented practice or one
restricted to clinical referrals, distancing itself from a contextualized and preventative approach.
Another relevant challenge concerns training and interdisciplinary coordination. Although
Occupational Therapy advocates for collaborative practices, the lack of integration between health
and education remains an obstacle in daily school life. The scarcity of spaces for joint work between
occupational therapists, teachers, administrators, and families limits the development of continuous
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strategies aligned with the real needs of students, compromising the effectiveness of interventions in
the educational context.
On the other hand, there is a growing movement of research, successful experiences, and
academic productions that strengthen Occupational Therapy in Brazilian schools. Local initiatives,
intersectoral projects, and practices based on inclusive education have demonstrated positive results
in promoting the autonomy, participation, and occupational performance of students.
These advances indicate the need to broaden the debate, invest in public policies, and gain
institutional recognition of Occupational Therapy as an essential component in building a fairer, more
accessible school committed to the holistic development of students.
In Brazil, although there is robust legislation aimed at inclusion (such as the Brazilian Inclusion
Law – LBI/2015 and the National Policy for Special Education), Occupational Therapy is not yet fully
integrated into the pedagogical routine. The presence of occupational therapists is generally restricted
to: academic and university extension projects; services provided outside the school environment;
occasional actions for students with disabilities; and isolated municipal programs without permanent
continuit y.
Among the main shortcomings, the following stand out: the absence of specic public policies
regulating school occupational therapy; lack of knowledge on the part of educational managers about
the role of the occupational therapist; little national scientic production focused on the topic; difculty
in coordinating health and education at the municipal and state levels.
However, in recent years, promising initiatives have emerged in municipalities that include
Occupational Therapy professionals in learning support teams, especially in elementary education
and special education. In these contexts, OT demonstrates a signicant impact on aspects such as
literacy, behavior, sensory regulation, and inclusion.
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Relevance of Occupational Therapy for Literacy and Learning
Occupational therapy plays a fundamental role in the literacy and learning process, especially
when considering the multiple skills involved in this journey, such as motor, cognitive, sensory,
emotional, and social aspects.
Literacy is not limited to the acquisition of reading and writing skills, but involves the
student’s ability to interact with the school environment, organize themselves, maintain attention,
and actively participate in the proposed activities. In this context, the occupational therapist works to
identify factors that interfere with school performance, proposing strategies that promote meaningful
learning.
In the literacy process, difculties related to ne motor coordination, visual perception,
sensory integration, and spatial organization can compromise the development of writing and reading.
Occupational therapy directly contributes to the improvement of these skills through
interventions that stimulate postural control, proper pencil grip, letter formation, and notebook
organization. Furthermore, the use of playful and adapted resources promotes the child’s engagement,
making the learning process more accessible and enjoyable.
Another relevant aspect of Occupational Therapy in learning relates to the development
of attention, self-regulation, and socio-emotional skills. Many students have difculty maintaining
focus, following routines, and coping with frustration, which negatively impacts the literacy process.
In this sense, the occupational therapist works to build strategies that help organize time, space, and
tasks, promoting greater autonomy and participation of the student in school activities.
Furthermore, Occupational Therapy contributes to the adaptation of the school environment
and teaching materials, promoting the inclusion of students with learning difculties, disabilities, or
developmental disorders.
By working collaboratively with teachers and families, the occupational therapist expands
the possibilities of success in the literacy process, ensuring that the strategies adopted are aligned
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with the individual needs of the students. In this way, the relevance of Occupational Therapy as an
essential support for promoting learning, inclusion, and holistic development in the school context
becomes evident.
Possibilities for integration between international models and Brazilian reality
The discussion about the possibilities of integrating international models of Occupational
Therapy in the school context with the Brazilian reality reveals the importance of a critical and
contextualized dialogue. In countries such as the United States, Canada, and Australia, school-based
Occupational Therapy is consolidated as an integral part of educational systems, with a focus on
promoting the participation and occupational performance of students in the school environment.
According to Aota (2020, p. 5), “Occupational Therapy in the school context should support
access to the curriculum and the full participation of students in educational activities.” These models
emphasize collaborative practices, environmental interventions, and preventive actions, aspects that
can signicantly contribute to strengthening its practice in Brazil.
However, applying these models to the Brazilian reality requires adaptations that consider
the country’s specic social, cultural, and structural characteristics. Galheigo (2011, p. 37) emphasizes
that “a The incorporation of international models must occur critically, respecting local contexts and
the social inequalities present in Brazil.
In this sense, the integration between international experiences and Brazilian practices
should prioritize the development of interventions that address the needs of public schools, which are
characterized by limited resources, high rates of social vulnerability, and cultural diversity.
Brazilian authors argue that the articulation between international models and national
realities can strengthen the practice of school-based Occupational Therapy, provided it occurs in a
contextualized manner. Jurdi and Brunello (2014, p. 92) state that “the adaptation of international
theoretical frameworks can broaden the possibilities for intervention, as long as it is aligned with
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public policies and the real needs of the Brazilian educational context.”
In this way, strategies such as collaborative work with teachers, engagement in the school
environment, and valuing occupation as a central theme can be incorporated without losing sight of
the uniqueness of the national context.
Furthermore, the integration between international models and the Brazilian reality favors
the production of innovative practices and the consolidation of Occupational Therapy in schools as a
legitimate eld of practice.
According to Silva and Jurdi (2018, p. 68), “the dialogue between different theoretical models
contributes to the strengthening of professional identity and to the construction of more effective and
socially committed practices.”
Thus, the connection between international experiences and the Brazilian context represents
an opportunity for advancement in school-based Occupational Therapy, provided it is guided by a
critical, ethical perspective committed to inclusion and educational equity.
MATERIALS AND METHODS
The method used in this study was a literature review, also employing qualitative research. It
systematically sought content from existing material, such as published scientic articles and websites
like the Scientic Electronic Library Online (SCIELO) database, using the following descriptors:
Inclusion. Educational Context. Occupational Therapy.
The research sources included were those that met the methodological criteria that aligned
with the proposed theme. The database search and article selection were conducted independently,
since bibliographic research allows for covering a wide range of phenomena based on primary
publications and their result criteria (Gil 2017).
Several criteria were used to select the articles that were used, in order to consolidate the
effectiveness of the informative data. Thus, the inclusion encompassed articles and publications from
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the last ten years, with an emphasis on approaches regarding Occupational Therapy in the school
context. The research sources excluded were those that did not meet the methodological criteria, such
as articles with dates prior to the years mentioned above or written in other languages.
According to Gil (2017), the bibliographic review method is formulated based on already
published material containing a formidable theoretical foundation, capable of conveying information
originating from books, magazines, newspapers, and other textual genres. Therefore, to construct the
present study, it was necessary to use existing sources and materials from other literature.
The investigation was conducted through document analysis, narrative literature review, and
comparison between national and international educational policies. The steps included: bibliographic
research in databases such as SciELO, PubMed, ERIC, and Google Scholar, using descriptors related
to school Occupational Therapy, literacy, inclusion, and public policies; analysis of ofcial national
and international documents, such as: Individuals with Disabilities Education Act (USA); Canadian
Guidelines for School Occupational Therapy; National Health Service regulations (United Kingdom);
Australian inclusion policies and the Brazilian Inclusion Law (LBI/2015) and documents on Special
Education in Brazil.
RESULTS AND DISCUSSION
The results show that Occupational Therapy in the school context plays a fundamental
role in promoting inclusion, learning, and student participation in school activities. It was observed
that the occupational therapist’s work contributes signicantly to identifying barriers that interfere
with students’ occupational performance, such as motor, cognitive, sensory, and socio-emotional
difculties.
Based on these identications, strategies are developed that promote access to the curriculum
and active participation in the school environment, corroborating the principles of inclusive education.
In the context of learning, the results indicate that Occupational Therapy interventions favor the
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development of essential skills for the literacy process, such as ne motor coordination, spatial
organization, attention, and self-regulation.
Adapting teaching materials, organizing school spaces, and using playful strategies proved
effective in increasing student engagement in the proposed activities. These ndings are consistent
with the literature in the eld, which indicates that learning is directly related to the interaction
between the student, the environment, and the demands of school activities.
Another relevant aspect identied in the results was the contribution of Occupational Therapy
to promoting the autonomy and social participation of students. Guidance for teachers and families,
combined with the use of assistive resources and support strategies, fostered the independence of
students in daily living activities carried out in the school context.
This approach reinforces the role of the occupational therapist as a mediator in the educational
process, contributing to more accessible and humanized pedagogical practices.
The discussion of the results also highlights the importance of collaborative work between
Occupational Therapy and the school team. The integration between occupational therapists,
teachers, administrators, and families enhances the effects of interventions, allowing strategies to be
incorporated into the classroom routine.
In this way, Occupational Therapy goes beyond individualized care, assuming a preventive
and collective role that benets not only students with specic educational needs, but the entire school
community.
Therefore, the results discussed conrm that Occupational Therapy in the school context is
essential for building inclusive and equitable educational practices. Its role contributes to improving
occupational performance, learning, and student participation, reinforcing the importance of
recognizing and expanding this eld of action within the Brazilian educational system.
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FINAL CONSIDERATIONS
A comparative analysis between the practice of Occupational Therapy in international
contexts and the Brazilian reality shows that, although the profession is widely established as essential
in the educational environment of several countries, its inclusion in Brazilian schools is still limited,
fragmented, and poorly institutionalized.
Models such as those in the United States, Canada, the United Kingdom, and Australia
demonstrate that educational policies that include occupational therapists on their teams signicantly
enhance student participation, autonomy, and overall development.
Observing these experiences, it becomes evident that Occupational Therapy has great potential
to strengthen literacy processes in Brazil, especially when it addresses fundamental skills such as ne
motor skills, sensory integration, attention, functional organization, accessibility, and emotional self-
regulation. These elements, essential to learning, often transcend traditional pedagogical boundaries,
requiring an interdisciplinary approach that considers the student in their entirety.
The results of this study show that Brazil already has a legislative framework that favors
inclusion, but lacks specic and structured policies that guarantee the presence of occupational
therapists in schools. The absence of this professional limits the possibilities for early intervention,
functional support, and the creation of accessible environments, which directly impacts the academic
performance and well-being of students.
Thus, it can be concluded that adopting models inspired by international experiences, adapted
to the specic socio-educational context of Brazil, can represent a consistent path to strengthening
school-based Occupational Therapy in the country. The mini-project presented demonstrates the
practical viability of this approach, offering concrete strategies that promote inclusion, development,
and participation in the literacy process.
In this way, it is hoped that this article will contribute to broadening the scientic debate,
encouraging new research, and supporting the development of public policies that recognize
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Occupational Therapy as a fundamental element in promoting a more inclusive, equitable, and
effective education for all Brazilian children.
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