Seoane-Martín Marta Elisa, Rodríguez-Martínez María Carmen
Hospital Psiquiátrico Penitenciario de Sevilla, 41006 Sevilla, Spain.
Department of Physiotherapy, Faculty of Health Sciences, University of Malaga, 29071 Malaga, Spain.
Children (Basel). 2023 Jul 27;10(8):1291. doi: 10.3390/children10081291.
(1) Background: The main activity children engage with is learning through play or formal education. The aim of this systematic review is to analyze the role of occupational therapy in the school setting for children with additional support needs or disabilities. (2) Method: We conducted a systematic review using the preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines. This systematic review was registered in PROSPERO (CDR42022314271). The search was performed in the following databases: ERIC, Dialnet Plus, PubMed, OTseeker, Cochrane, Scopus, CINAHL, and PsycINFO. (3) Results: In total, 1954 studies were identified, from which 18 articles were selected. These studies were heterogeneous and showed different types of intervention of the occupational therapist in school environments. (4) Conclusions: The main conclusions highlighted the effectiveness of the occupational therapist within the school environment, the importance of an interdisciplinary team to cover the special needs students within the school and the need for intrinsic motivation for an active and inclusive participation of the students with special needs. However, there is a need for more homogeneous studies with a larger sample size that specifically focus on the school context and include the involvement of occupational therapists in order to replicate the findings obtained.
(1) 背景：儿童参与的主要活动是通过玩耍或正规教育进行学习。本系统评价的目的是分析职业治疗在学校环境中对有额外支持需求或残疾儿童的作用。(2) 方法：我们按照系统评价和荟萃分析的首选报告项目 (PRISMA) 指南进行了系统评价。该系统评价已在PROSPERO（CDR42022314271）中注册。检索在以下数据库中进行：教育资源信息中心（ERIC）、Dialnet Plus、医学期刊数据库（PubMed）、职业治疗搜索器（OTseeker）、考科蓝图书馆（Cochrane）、Scopus、护理学与健康领域数据库（CINAHL）和心理学文摘数据库（PsycINFO）。(3) 结果：总共识别出1954项研究，从中筛选出18篇文章。这些研究具有异质性，显示了职业治疗师在学校环境中的不同类型干预。(4) 结论：主要结论强调了职业治疗师在学校环境中的有效性、跨学科团队满足学校内特殊需求学生的重要性以及特殊需求学生积极和包容性参与的内在动机的必要性。然而，需要更多样本量更大、更具同质性且专门关注学校背景并包括职业治疗师参与情况的研究，以便重现所获得的研究结果。
