The aim of this study was to understand the possibilities of occupational therapy
intervention, through body work, in the educational inclusion process, as well as to face the
attitudinal barriers of students with ASD in higher education. This is a qualitative study with
exploratory descriptive approach. Four students participated in the study with the TEA of a
Higher Education Institution in Northern Brazil, accompanied by a team from the
Accessibility Center. We used as tools for data collection: semi-structured interviews (initial
and final), group experiences, field diary records, photographic records and voice. The
results were organized into two categories, namely: category one - About how attitudinal
barriers and their thematic units: Difficulties in identifying barriers; Social context - teacher student relationship teacher; category two - On body work and its thematic units: body-body
and body-occupation education. The data point to the students' difficulties in identifying the
barriers present in university daily life, in addition to the difficulties related to self-perception,
relationships with colleagues and teachers or which also include pedagogical barriers. We
also observed how the possibilities of the body act as facilitators of the involvement of
students and professionals in the educational context, because during the groups the
participants showed greater interests and involvement in the exercise of their corporeality in
relation to education. Thus, the present study contributed to a proposal of experience and
intervention in Occupational Therapy in this context, as possibilities for other areas,
meaningless reinforcement of actions focused on discussions about the selection of
students with ASD in higher education.
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