PERFORMANCE OF THE OCCUPATIONAL THERAPIST IN THE SCHOOL INCLUSION OF STUDENTS WITH AUTISM SPECTRUM DISORDER (ASD) IN EARLY CHILDHOOD EDUCATION

Abstract

The objective of this study was to identify and analyze the scientific production on the possibilities of occupational therapists’ actions in early childhood education with students with Autism Spectrum Disorder in Brazil. An integrative review was conducted, considering the period from 2012 to 2025, in English, Portuguese, and Spanish, using the descriptors: “Autism Spectrum Disorder,” “Autistic Disorder,” “Occupational Therapy,” “Early Childhood Education,” “Inclusive Education,” and “School Inclusion.” The information sources considered were: Embase, Web of Science, MEDLINE/PubMed, EBSCO, Virtual Health Library, and ERIC. The final sample consisted of three studies.

The results demonstrated that the occupational therapist’s performance supports the school inclusion process through actions carried out in collaboration with the school team and families, contributing to independence and autonomy, as well as promoting students’ school participation. The study indicates that the lack of clear definition of the professional role, combined with the absence of legal frameworks for hiring—whether in support teams or directly within schools—represents a challenge to the effective implementation of practice in this context. It is concluded that the scientific literature is limited, highlighting the need for further research on the role of occupational therapists in the school context with children with Autism Spectrum Disorder.