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Corresponding author: Simoni Pires da Fonseca, Instituto Avançado de Ensino, Pesquisa e Tecnologia de Londrina, Rua Professor João Cândido, 1515, Sala 302, Centro, CEP 86010-001, Londrina, PR, Brasil, e-mail: simoni.ufpr@gmail.com Received on Aug. 10, 2017; 1st Revision on Mar. 4, 2018; 2nd Revision on Apr. 10, 2018. Abstract: Introduction: Studies show the effectiveness of inclusive actions in educational processes, as well as the need for specialized training of occupational therapists, enabling them for collaborative approaches and actions. Objective: To identify actions developed by occupational therapists in the process of school inclusion of children and teenagers with special educational needs, and think over the context of inclusive education from the presented perspectives. Method: A survey with 18 occupational therapists for data collection. A questionnaire related to school inclusion and professional practice was applied through an on-line platform and a social network. Data gathered were forwarded to qualitative analysis, with descriptive, exploratory analysis for objective questions, and content analysis for the descriptives. Results: The main participants’ involvement in school inclusion occurred from their office practice, but 50% of them also assist in regular school. The main method of contribution occurred through assessment, planning and developing inclusion and guidance activities in schools. The participation of family and other professionals in a collaborative approach, the school and teachers lack of preparation to complete the inclusion processes were noteworthy. Conclusion: Study results reassure the importance of occupational therapist’s contribution to cope with the challenges and effectiveness of school inclusion. Emphasis is given to the need for greater integration of those professionals in regular school and the importance of expanding the considerations and questions regarding the construction of a more democratic educational system.

DETALHAMENTO E REFLEXÕES SOBRE A TERAPIA OCUPACIONAL NO PROCESSO DE INCLUSÃO ESCOLAR