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vol.42 número1The collaborative relationship between teachers and occupational therapists in junior primary mainstream schools índice de autoresíndice de assuntospesquisa de artigos
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South African Journal of Occupational Therapy

versão On-line ISSN 2310-3833
versão impressa ISSN 0038-2337

Resumo

SONDAY, Amshuda et al. School-based occupational therapists: An exploration into their role in a Cape Metropole full service school. S. Afr. j. occup. ther. [online]. 2012, vol.42, n.1, pp.2-6. ISSN 2310-3833.

School based occupational therapists within the South African context are faced with the challenge of extending their roles within inclusive education. The following article describes a research study that was conducted by a group of fourth year occupational therapy students in 2006. The purpose of the research was to explore the current role and develop a future perspective for school-based occupational therapists in an inclusive education system in a full service school in the Cape Metropole area. A qualitative phenomenological approach was followed, where semi structured interviews and focus groups were the methods of data collection. Data was transcribed and analysed inductively using content analysis.The article expands on the following two themes, namely the unclear existing role of the occupational therapist in inclusive schools and diverse and evolving attitudes towards inclusive education. The themes highlight the attitudes and perceptions of teachers, parents and an occupational therapist on inclusive education and explores the possibilities of emerging and transforming roles for occupational therapists willing to engage in this inclusive process.

Palavras-chave : Inclusive Education; Full service schools; Roles; Occupational therapist.

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