O ensino de piano para crianças com Transtorno de Déficit de Atenção e/ou Hiperatividade (TDAH)

Abstract

The dissertation investigates didactic strategies for teaching piano to children with ADHD, aiming to identify effective methods and promote an inclusive and adaptive environment. Utilizing a single case study and action research, it focused on the progress of a child with ADHD in piano lessons, implementing strategies in real time. The research sought to answer how to create inclusive environments and adapt pedagogical approaches to facilitate musical learning. The results highlighted the importance of a structured environment to reduce distractions and promote focus, as well as personalized strategies, such as musical games and adapted practices, which facilitated engagement. Effective communication, adjusting the tone of voice, was essential to keep the student engaged and strengthen their self-confidence. Short and frequent lessons proved more effective than long and less frequent sessions. Besides musical benefits, there was an improvement in the student's concentration and overall academic performance. The dissertation concludes that pedagogical strategies tailored to the individual needs of children with ADHD are fundamental for musical learning, recommending structured environments, effective communication, task repetition, and flexible schedules, promoting inclusion and development for children with ADHD.