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students with special educational needs should be inserted in regular classes, receiving\udall appropriate educational services allowing the development of skills and capabilities. The success of the school\udinclusion depends on the partnership between the various professionals in the school context. The insertion and\udoccupational therapist’s contribution in the area of education is the subject of many studies. The importance of a\udprofessional team in school context is already recognized and valued by the community. Objectives: the aim is\udto identify the intervention methodologies used by occupational therapists in school with children with special\udeducational needs. In order to determine the most common methodologies as well as relevant aspects of the therapeutic\udprocess. Method: this is a non-experimental research with descriptive and cross-sectional basis. A semi-structured\udquestionnaire was prepared initially, quantitative in nature that was taught to occupational therapists that work or\udhave worked for less than 3 years in school context. Results: the sample is composed of 40 occupational therapists,\ud37 are female and 3 are male. The majority of individuals (77.5%) currently works in school context. The occupational\udtherapists involved mainly with children, aged between 6 and 18 years. Conclusion: the methodologies used by  the occupational therapists are playful activity/play therapy and the training activities of daily living. Riding for\udtherapeutic purposes and the hippotherapy represent less widely used methodologies in school context, in that each\udwas selected by 10% of therapists

METODOLOGIAS DE INTERVENÇÃO DO TERAPEUTA OCUPACIONAL EM CONTEXTO ESCOLAR COM CRIANÇAS COM NECESSIDADES EDUCATIVAS ESPECIAIS EM PORTUGAL