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The treatment of children with learning disabilities has begun to benefit from the latest paradigm shifts in psychoanalysis concerning patients with major difficulties in symbolization. These epistemological changes have facilitated the development of novel consultation arrangements, namely therapeutic mediations, which allow children with learning difficulties to explore their sensory capacities using their language abilities, and thus to allow for the transformation of non-subjectivated infantile traumas. Through the description of a period spent with a painting group related to therapeutic support for a child with learning difficulties, our study shows how, by using a mediating object, the processes of actualization and subjectivation that take place within this context have positive effects on the symbolization capabilities brought into play during learning.