Overcoming Learning Impediments: a Paradigm Shift in Violin Education Practices for Adhd Students

Abstract Book of the 9th World Conference on Research in Teaching and Education

Year: 2025

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Overcoming Learning Impediments: a Paradigm Shift in Violin Education Practices for Adhd Students

Timna Mayer

ABSTRACT:

This paper presents a theory-driven pedagogical model of violin teaching for students with Attention Deficit Hyperactivity Disorder (ADHD). Drawing on Self-Determination Theory, Achievement Goal Theory, and cognitive chunking models, the framework systematically addresses five common challenges in ADHD learning: overstimulation, understimulation, working memory limitations, coordination difficulties, and distractibility. Strategies include simplification and pattern recognition, color-coding, pattern internalization, unilateral focus, and sequential stimulus presentation. Together, these methods integrate cognitive science, motivational theory, and music pedagogy to create a structured pathway for evidence-based instruction.
While designed for ADHD learners, this model embodies a universal design approach that benefits all students by emphasizing autonomy, diagnostic reasoning, and resilience. It reframes the teacher–student relationship from one of dependency to collaborative diagnostic learning, preparing students to analyze, adapt, and self-direct in practice. By positioning ADHD-informed strategies as valuable pedagogical insights, this work challenges 150 years of conservatory tradition and argues for systemic reform in music education. The presentation will share the theoretical foundations, outline the five-step model, and discuss implications for inclusive pedagogy and institutional reform in higher music education.

Keywords: Adhd; Diagnostic Learning; Inclusive Pedagogy; Music Education; Violin