THE REASONING OF OCCUPATIONAL THERAPY AS THE BASIS FOR PROVIDING REASONABLE ACCOMMODATIONS: ARTICULATION BETWEEN THE BRAZILIAN INCLUSION LAW, NEUROSCIENCES, AND SCHOOL OCCUPATIONS
DOI:
https://doi.org/10.56238/arev7n12-282Keywords:
Occupational Therapy, School Context, NeurosciencesAbstract
Considering that, in Brazil, Inclusive Education has been consolidated through the Brazilian Law for the Inclusion of Persons with Disabilities (Lei Brasileira de Inclusão – LBI). In parallel, advances in Neurosciences have brought new perspectives for understanding learning. Occupational Therapy is situated within this context, using an occupation-centered approach to analyze barriers and propose interventions. This study aims to describe the clinical reasoning of Occupational Therapy practice in the school context, articulating its principles with inclusion legislation and the foundations of Neurosciences. To this end, a qualitative and descriptive experience report was conducted in a private school with a 7th-grade middle school student diagnosed with Autism Spectrum Disorder (ASD). The Collaborative Consultation model was employed, involving the occupational therapist and the school team, along with the Canadian Occupational Performance Measure (COPM) to identify impaired school occupations, and the SMART model for goal setting. The reasoning process integrated occupational analysis and neuroscientific interpretation of performance to support reasonable accommodations. Thus, the results demonstrate the effectiveness of articulating Occupational Therapy reasoning, inclusion legislation, and Neuroscience knowledge in the development of Reasonable Accommodations. It can be concluded that an interdisciplinary approach was essential to promote the student’s school participation by transforming the environment and activities to meet specific functional needs.
Downloads
References
ANDERSON, L. W., & KRATHWOHL, D. R. A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Longman.2001.
ADOLPHS, R. Neural systems for recognizing emotion. Current Opinion in Neurobiology, 12, 169–177.doi: 10.1016/s0959-4388(02)00301-x. 2002 DOI: https://doi.org/10.1016/S0959-4388(02)00301-X
AMERICAN OCCUPATIONAL THERAPY ASSOCIATION. Occupational therapy practice framework: Domain and process (4ª ed.). American Journal of Occupational Therapy, 74(Suppl. 2), Article 7412410010.2020. https://doi.org/10.5014/ajot.2020.74S2001 DOI: https://doi.org/10.5014/ajot.2020.74S2001
AMERICAN PSYCHIATRIC ASSOCIATION. Manual diagnóstico e estatístico de transtornos mentais: DSM-5 (M. I. C. Nascimento et al., Trad.). Artmed. (Original work published 2013). 2014.
BADDELEY, A. D. Working memory: theories, models, and controversies. Annual Review of Psychology, 63, 1–29. 2012. https://doi.org/10.1146/annurev-psych-120710-100422 DOI: https://doi.org/10.1146/annurev-psych-120710-100422
BARANEK, G. T., DAVID, F. J., POE, M. D., STONE, W. L., & WATSON, L. R. Sensory Experiences Questionnaire: Discriminating sensory features in young children with autism, developmental delays, and typical development. Journal of Child Psychology and Psychiatry, 47(6), 591–601. 2006. https://doi.org/10.1111/j.1469-7610.2005.01546.x DOI: https://doi.org/10.1111/j.1469-7610.2005.01546.x
BINDER, J. R. The Wernicke area: Modern evidence and a reinterpretation. Neurology, 85(24), 2170–2175. 2015. https://doi.org/10.1212/WNL.0000000000002219 DOI: https://doi.org/10.1212/WNL.0000000000002219
BLUM, K., BOWIRRAT, A., SUNDER, K., THANOS, P. K., HANNA, C., GOLD, M. S., DENNEN, C. A., ELMAN, I., MURPHY, K. T., & MAKALE, M. T. Dopamine dysregulation in reward and autism spectrum disorder. Brain Sciences, 14(7), 733. 2024. https://doi.org/10.3390/brainsci14070733 DOI: https://doi.org/10.3390/brainsci14070733
BRASIL. (2008). Política Nacional de Educação Especial na Perspectiva da Educação Inclusiva. MEC/SEESP.
BRASIL. (2015, 6 de julho). Lei nº 13.146, de 6 de julho de 2015: Institui a Lei Brasileira de Inclusão da Pessoa com Deficiência (Estatuto da Pessoa com Deficiência). Diário Oficial da União.
BRASIL. (2018, 14 de agosto). Lei nº 13.709, de 14 de agosto de 2018: Lei Geral de Proteção de Dados Pessoais (LGPD). Diário Oficial da União.
COSTER, W. J., et al. Canadian Occupational Performance Measure (COPM): manual (4ª ed.). CAOT Publications ACE. 2011.
COZOLINO, L. The neuroscience of human relationships: Attachment and the developing social brain (2nd ed.). W. W. Norton & Company. 2014.
DIAMOND, A. Executive functions. Annual Review of Psychology, 64, 135–168. 2013.
DORAN, G. T. There’s a S.M.A.R.T. way to write management’s goals and objectives. Management Review, 70(11), 35–36. 1981. doi: 10.1146/annurev-psych-113011-143750. DOI: https://doi.org/10.1146/annurev-psych-113011-143750
DUNN, W. Sensory Profile 2: User’s Manual. Pearson. 2014.
EISENBERGER, N. I., LIEBERMAN, M. D., & WILLIAMS, K. D. Does rejection hurt? An fMRI study of social exclusion. Science, 302(5643), 290–292. 2003. doi: 10.1126/science.1089134. DOI: https://doi.org/10.1126/science.1089134
GIL, A. C. Como elaborar projetos de pesquisa (6ª ed.). Atlas. 2019.
HICKOK, G., & POEPPEL, D. The cortical organization of speech processing. Nature Reviews Neuroscience, 8(5), 393–402.doi: 10.1038/nrn2113. Epub 2007 Apr 13. 2007. DOI: https://doi.org/10.1038/nrn2113
IMMORDINO-YANG, M. H., & DAMASIO, A. The neurobiological roots of human values. In M. H. Immordino-Yang (Ed.), Emotions, learning, and the brain: Exploring the educational implications of affective neuroscience (pp. 1–20). W. W. Norton & Company. 2019.
KANDEL, E. R., et al. Princípios de neurociências (6ª ed.). Artmed. 2021.
LAW, M., BAUM, C. M., & DUNN, W. The Person-Environment-Occupation Model: a transactive approach to occupational performance. Canadian Journal of Occupational Therapy, 63(1), 9–23. 1996. https://doi.org/10.1177/000841749606300 DOI: https://doi.org/10.1177/000841749606300103
LEDOUX, J. E. The amygdala. Current Biology, 17(20), 868–874. 2007. doi: 10.1016/j.cub.2007.08.005. DOI: https://doi.org/10.1016/j.cub.2007.08.005
MILLER, E. K., & COHEN, J. D. An integrative theory of prefrontal cortex function. Annual Review of Neuroscience, 24, 167–202. 2001. doi: 10.1146/annurev.neuro.24.1.167. DOI: https://doi.org/10.1146/annurev.neuro.24.1.167
MILLER, L. J., ANZULIS, S., & KENEALY, P. Concept evolution in sensory integration: a proposed nosology for diagnosis. American Journal of Occupational Therapy, 61, 135–140. 2007. doi: 10.5014/ajot.61.2.135. DOI: https://doi.org/10.5014/ajot.61.2.135
MINAYO, M. C. de S. O desafio do conhecimento: pesquisa qualitativa em saúde (14ª ed.). Hucitec. 2014.
PESSOA, L. How do emotion and motivation direct executive control? Trends in Cognitive Sciences, 13(4), 160–166. 2009. https://doi.org/10.1016/j.tics.2009.01.006 DOI: https://doi.org/10.1016/j.tics.2009.01.006
PRICE, C. J. A review and synthesis of the first 20 years of PET and fMRI studies of heard speech, spoken language and reading. NeuroImage, 62(2), 816–847. 2012. doi: 10.1016/j.neuroimage.2012.04.062 DOI: https://doi.org/10.1016/j.neuroimage.2012.04.062
ROCHA, E. P., RODRIGUES, M. S., SANTOS, C. DE M. R., FAGUNDES, D. G., TOSCANO, T. S. B., ROSA, L. S., ROSSI, N., & MAÇALAI, G. Aprendizagem colaborativa e a “taxonomia de Bloom”. Contribuciones a las Ciencias Sociales, 16(9), 14302–14310. 2023. https://doi.org/10.55905/revconv.16n.9-027 DOI: https://doi.org/10.55905/revconv.16n.9-027
SANTOS, L. C., & LIBRA, L. A. Terapia Ocupacional e a Consultoria Colaborativa na escola: uma revisão integrativa. Cadernos Brasileiros de Terapia Ocupacional, 24(3), 603–614. 2016. doi: https://doi.org/10.11606/issn.2238-6149.v27i1p94-99 DOI: https://doi.org/10.11606/issn.2238-6149.v27i1p94-99
SCHINDLER, V., & SAUER, J. Collaborative consultation in school-based occupational therapy: A scoping review. Journal of Occupational Therapy, Schools & Early Intervention, 14(2), 184–205. 2021.
SCHULTZ, W. Neuronal reward and decision signals: from theories to data. Physiological Reviews, 95(3), 853–951. 2015. doi: 10.1152/physrev.00023.2014. DOI: https://doi.org/10.1152/physrev.00023.2014
SOCIETY FOR NEUROSCIENCE. Decade of the Brain: 1990–2000. Society for Neuroscience. 1990.
TAVASSOLI, T., MILLER, L. J., SCHOEN, S. A., NIELSEN, D. M., & BARON-COHEN, S. Sensory over-responsivity in adults with autism spectrum conditions. Autism, 18(4), 428–432. 2014. https://doi.org/10.1177/1362361313477246 DOI: https://doi.org/10.1177/1362361313477246
TOKUHAMA-ESPINOSA, T. Mind, brain, and education science: a comprehensive guide to the new brain-based teaching. W. W. Norton & Company. 2011.
UNESCO. Declaração de Salamanca e linha de ação sobre necessidades educativas especiais. UNESCO. 1994.
VALADÃO, P. A.C., & RÚGGIO,C.I. Terapia Ocupacional para, na e da escola: definições sobre a Terapia Ocupacional no contexto escolar. 2025.
WORLD HEALTH ORGANIZATION. International Classification of Diseases 11th Revision (ICD-11). WHO. 2019.
