Occupational Therapy
The role of the Occupational Therapist (OT) is to facilitate the functional performance by reducing the disadvantages afforded by changes of the individual or the environment. The Bobath Concept Neuroevolutivo advocates promote movement close to normal, to minimize occupational difficulties present in different stages of life. The differential of an Occupational Therapist with this training is the keen eye to evaluate what is influencing the movement and how to adapt it.
In practice, the T.O. will facilitate, promote, adapt and include the individual to submit changes motor, sensory or cognitive impairments in activities of daily living, favoring its iteration, and social inclusion. The main focus is the development of the upper limb with the aid of the stimulus overall body to enhance the planning organization and motor execution.
By understanding the needs and occupational deficits of children and adults, occupational therapy acts also the guidance to parents
and / or caregivers regarding the development and stimulation of motor and cognitive independence through functional activities and adaptation of assistive technology resources (such as wheelchairs, órteteses, computers, software and many other).
Furthermore, T.O. advises and consults to schools, evaluating, advising, training teachers and adapting cognitive and physical means to successful school inclusion.
Along with the physiotherapist and the Speech Therapist, Occupational Therapist seek functionality and independence.
Sensory Integration
Founded and based in the United States by the American Occupational Therapist Jean Ayres, Sensory Integration therapy is the specialty that evaluates, rehabilitate and adapt to environmental changes in people who have Sensory Systems.
The principle therapy, known for using a room fun as treatment was performed only for children with learning difficulties. Later studies showed that the same problems that these children faced were found in patients with neurological changes. Thus, the same basic therapy with adapted techniques, began to be used for children with neurological disorders.
The difficulties to deal with smells, tastes, sounds, clothes, hugs, caresses and movements, commonly found in children with Pervasive Developmental Disorders, Autism, difficulties are also the great majority of children with difficulties Neurologic and Cognitive. It is of paramount importance for a specific evaluation Sensory Integration to realize that the difficulties are background or sensory development.
After a thorough evaluation, the treatment is performed in sessions using swings, trampoline, ropes suspended, Tyrolean, among other features. The practitioner will engage cognitive and physical stimuli to all areas of defazagem be stimulated.
Advising School Inclusion
Historically, children with disabilities were found only in schools dedicated only to this audience calls Special Schools. Founded by healthcare professionals who grouped the clinical care needed to rehabilitate these children was also inserted pedagogical activities adapted to each child's intellectual capacity.
Over time it was realized that the need for coexistence and the cognitive and social benefits that these children would have to be in direct contact with children without changes, did the Brazilian educational system propose the School Inclusion recommending the conviviality of all children the same school, giving support to those who need to do.
Regular Schools, in turn, are not prepared to receive and properly watch the inclusion of children with disabilities. Face that the education system needs advice seeking process efficiency.
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