Music in students with Attention Deficit Hyperactivity Disorder (ADHD): Learning the violin

Abstract

Introduction: This article aims to promote the teaching of violin to students with Attention Deficit Hyperactivity Disorder (ADHD) in elementary and professional music education in Schools and Conservatories of Music. Methodology: This study follows a qualitative methodology, using ethnografhy as a research tool. The instruments for data collection were participant observation and the field diary. Results: The results specify the difficulties and barriers presented by students with ADHD, as well as resources, strategies and guidelines to promote violin musical practice and its inclusion in the classroom. Discussions: The initial hypothesis was corroborated that, although there are difficulties and barriers, learning the violin is possible for these students. Furthermore, musical practice brings them multiple advantages and benefits on a social and personal level. Conclusions: It is necessary for teachers to have knowledge and tools to care for students with ADHD, since music can contribute to their needs and should be accessible to everyone. Furthermore, in music centers students with different abilities are a reality and an effective educational response must be offered.