With the evolution of Inclusive Education (IE) in Brazil, were introduced policies governing
the access of all to education, without any exception. From this comprehensive perspective, the
Occupational Therapy (OT) is inserted in this field in order to contribute to the process of
inclusion with school staff through the healtheducation interface. To act in this area, is essential
on the occupational therapy process an initial assessment that collects data on the student and
the aspects that make up the school environment. To this end, various evaluation protocols can
be used. This research aimed to evaluate students of the Specialized Educational Service (SES)
through the School Function Assessment (SFA). The protocol consists of three parts which
assess respectively: participation in school environments, Task Supports and performance in
school activities. It was adopted in this study the type of quantitativedescriptive crosssectional
survey. The research subjects were the SES teachers of the Elementary School Padre Leandro
Pinheiro (BelémPA) that evaluated 8 students who met the inclusion criteria of the sample.
The results of the first part pointed the transport category with the lowest score. Concerning the
second part, there was little use of adaptations. In the last part was no difference in the
performance of physical tasks compared to cognitive / behavioral, as explained by the diagnosis
of the students in the sample. From the application of the SFA, it was possible to view t he
student holistically, as a protocol that enables a holistic view of the student. Because of the
diagnosis of the evaluated students, the changes and difficulties in cognitive / behavioral aspects
directly affect school participation of the sample. The study also revealed a possibility of action
of OT, as well as its benefits.
|
