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Estudos de Psicologia (Campinas)

versión impresa ISSN 0103-166Xversión On-line ISSN 1982-0275

Resumen

JURDI, Andréa Perosa Saigh  y  AMIRALIAN, Maria Lúcia Toledo de Moraes. The school inclusion for mental disorder students: an intervention propose for the occupational therapist in the school context. Estud. psicol. (Campinas) [online]. 2006, vol.23, n.2, pp.191-202. ISSN 1982-0275.  https://doi.org/10.1590/S0103-166X2006000200009.

This paper considers that, besides the school inclusion law that regards handicapped students, these students have faced exclusion on their daily school relations yet. This study aimed to comprehend how influent was the activity proposed by Occupational Therapy in order to modify the established relations about these students in the school environment. Through the Occupational Therapy Trainees' report of an intervention experiment, that was conducted during the break time in an elementary public school in São Paulo city, this study also intended to verify if the proposed activity (the joke) was able to provoke the special and non-special students meeting, impelling gathering possibilities among students ( special needy or not), providing the school inclusion process for the mental handicapped students. This intervention qualitative analysis has pointed out to the school environment difficulties in establishing daily relations to the mental handicapped students. The school relations reinforce the school failure to the mental handicapped students, and unable them to give their creative action a new meaning, that keeps the relation pattern and blocks up the real school inclusion process.

Palabras clave : Mental retardation; School inclusion; Occupational therapy; Winnicott.

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