The prevalence of Attention Deficit Hyperactivity Disorder (ADHD) among school-age children in China is approximately 6.3%. Such children often face academic setbacks and psycho-social difficulties in primary school classrooms, while systematic teaching support for this group in regular primary schools is insufficient. Art activities possess unique values in emotional regulation and attention guidance for ADHD children, yet these values have not been fully exploited. Based on the background of inclusive education, this study integrates multi-disciplinary theories to explore the learning characteristics and multi-dimensional needs of ADHD children in art learning, and constructs a comprehensive teaching strategy system covering four dimensions: curriculum content, teaching process, classroom management, and learning evaluation. The effectiveness of the system is verified through teaching practice. Results show that the strategy system can effectively improve the core symptoms of ADHD children, enhance their classroom participation and self-efficacy, providing practical references for primary school art teachers to carry out relevant educational practices, and also offering theoretical support for the intersection and integration of inclusive education and art education.