Introduction: Occupational therapy in the educational field in Latin America has gained recognition. However, their incorporation into regular and inclusive formal education is at an early stage and varies by country. This study analyzes this situation from the perspective of members of the Community of Practice Occupational Therapy in Education (TOE).
Objectives: To explore the role of occupational therapy in Latin American education, particularly in schools, identifying its scope, challenges, and opportunities, and how public policies and professional training influence its development.
Method: A qualitative documentary approach was used, analyzing the content of power point presentations of occupational therapists from Argentina, Bolivia, Brazil, Chile, Colombia, Costa Rica, Peru, Venezuela, and Panama. These presentations were made by members of the Community of Practice TOE.
Implications for practice: The findings show that occupational therapy is a consolidated field particularly in special education and in primary levels of Latin American countries, but its role in other types of education, such as regular and inclusive education, and levels, such as secondary level, is limited. Some countries have regulations that support their integration, while in others there is still no formal recognition. The need to update approaches, prioritizing participation and learning in school environments is evident.
Conclusions: To strengthen the presence of occupational therapy in education, it is recommended to promote regulatory frameworks that regulate its role in formal and inclusive regular education, to expand professional training in occupational therapy applied to education, and to promote regional collaboration to generate effective strategies.This study underscores the importance of further research and promotion of occupational therapy to contribute to the creation of more equitable and inclusive education systems.