THE CONTRIBUTIONS OF VISUAL ARTS TO THE LEARNING OF CHILDREN WITH ADHD

Abstract

This article investigates the contributions of visual arts to the learning process of children diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). The research, conducted across three educational institutions (both public and private), monitored the daily school environment during the first semester of 2025. The primary objective was to understand how artistic practice, as a mediating pedagogical tool, assists in overcoming the educational barriers faced by these students. Methodologically, a mixed-methods approach (qualitative-quantitative) was adopted, combining a literature review with field research, including questionnaires and interviews with teachers, administrators, and families. Practical interventions involved workshops in drawing, collage, and modeling. Results indicate that, while challenges related to impulsivity and inattention persist, artistic activities fostered a significant improvement in students' subjective engagement and concentration levels. The study concludes that integrating visual arts into the curriculum not only diversifies teaching strategies but also serves as an essential element for more inclusive and meaningful learning, favoring the biopsychosocial development of students with ADHD.