Objective

Students will be able to colour using crayons.

Prerequisites

1)  Fine motor skills: Children should have developed the fine motor skills necessary to hold a crayon properly and make small movements with their hands to colour.
2)  Hand-eye coordination: Children should be able to coordinate their hand movements with their vision to be able to colour within the lines without any gaps.
3)  Attention span: Children should have the ability to focus for an extended period of time to complete a colouring task. However, this can vary from child to child.
4)  Children should be able to identify basic shapes and colours.

NOTE: Adaptations, Variation in Rules and Pace are suggested below to develop the above prerequisites.

Goal

Operational Definition

All – This gives the goal, which is the minimum that the teacher must achieve for all students in the classroom.

Some – This gives the goal that the teacher may try to achieve for some students in the classroom who can achieve the suggested goal over and above the goal stated for ‘All’.

Few – This gives the goal that the teacher may try to achieve for a few students in the classroom who can achieve the suggested goal over and above the goal stated for ‘Some and ‘All’.

Materials Required for Activity

1. Colouring Shapes worksheet
2. Crayons – Red, Orange, Green and Blue

Preparation for Activity

1. Download the Colouring Shapes worksheet provided below.
2. Print the worksheet. Ensure that there are enough copies for all children. Multiple copies can be made by photocopying too.
3. Please ensure that all children have red, orange, green and blue crayons.
4. Please keep ready the Adapted Worksheet as required for your Inclusive Classroom. Details of creating these adaptations yourself is provided below. 
5. Go through the suggestions provided for Variation of Rules and Pace and Adaptations and ensure necessary preparation accordingly.

Preparing will help you to conduct an effective activity in an inclusive classroom and achieve the goal.

Setting for the Activity

This is a classroom activity. All children can colour the worksheets individually. However, children who need peer support can work with their peers.

Procedure

1. Teacher may first demonstrate the colours red, orange, green and blue that will be used in this activity. This can be done by showing the crayons or objects of the same colours.
2. Teachers may use the LTM – Colour Flashcards that are provided below.
3. Ask the children to identify the colours. 
4. Encourage and appreciate the children for their answers. 
5. Teachers may then show the shapes – Rectangle, Square, Triangle and Circle.
6. Demonstrate on the board as to how the shape is to be coloured within the outlines and without leaving any gaps. 

Worksheet A4: Colouring Shapes

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Enlarged Worksheet: Colouring Shapes

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Flashcards: Colour Flashcards

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Click and watch the videos. These videos are to be shown to children before the activity. When there are children with hearing impairment in the inclusive class, use the video with Indian Sign Language (ISL)

Video: Colour the shapes

ISL Video: Colour the shapes

Cross-Curricular Connection:

• This activity can aid in mathematics class to reinforce the concept of basic shapes – rectangle, square, triangle and circle.

Notes to the Teacher

• Encourage and appreciate the children for their answers. 
• Ensure that the children are colouring all the shapes using the right colour specified by the teacher.
• Go around the class and ensure that the children are grasping the crayon in the right manner.

Tripod grip is the right grip –

• The teacher should identify the Hand dominance of the child and encourage the child to do colouring with that hand.
• Once finished, appreciate the colouring work done by the children.

Adaptations to address variability in an inclusive classroom:

The variability of an inclusive environment needs to address the processing and attention differences among learners. An inclusive environment may include learners with visual impairments, hearing impairments, locomotor impairments and cognitive differences. Learners not only learn in different ways, but also possess unique motivations, interests, personalities and strengths. To address this variability, providing appropriate adaptations is an effective solution.

Adaptation Video: DIY Adaptation for Colouring Shapes

Adaptations and Strategies: Colouring with Crayons

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Suggested Variation in Rules and Pace:

When working with special children, it is important to adapt the rules and pace to their specific needs. Here are some suggestions:

1. Vary the rules: Depending on the child’s abilities, you can adapt the rules for colouring. For example, if a child has difficulty staying within the lines, you could allow them to colour freely or use a larger outline.
2. Vary the pace: Some children may need more time to complete colouring tasks than others. It may be helpful to break up the task into smaller parts, providing regular breaks or alternative activities to avoid frustration or fatigue. Using a timer can help children pace themselves and feel a sense of accomplishment as they work towards completing the task.
3. Provide additional support: For children with fine motor difficulties, you can offer adaptive tools such as pencil grips, raised-grip crayons to help them better grasp and manipulate the crayon. A reference for these adaptive tools is provided in the video.
4. Provide positive feedback: It is necessary to provide positive feedback throughout the colouring activity to build the child’s confidence and motivation. Be specific and provide feedback on their effort, progress, and the quality of their work.

Human Value Song – Be like the colours

Children can learn and sing this human value song by watching the provided video. Teacher may discuss the human values in the song and drive home the importance of smiling, sharing and caring.

Apple is red and sweet, the grass is green and cool
Sun is orange and bright, sky is blue and clear
Let’s all be sweet and smiling, sharing and caring
Stay cool and spread love making life wonderful.

Video: Be Like the Colours

ISL Video: Be Like the Colours

Social Narrative – I use crayons for colouring

A social narrative is a tool used to help individuals with special needs, particularly those on the autism spectrum, better understand social situations and how to appropriately respond to them. Here is a social narrative about using crayons only for colouring. The student has the habit of putting crayons inside the mouth due to sensory issues.

To make the student understand that crayon is for colouring and he/she should not bite them.

Social Narrative

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Teacher Resource Document

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This digital material has been developed by the Sri Sathya Sai Vidya Vahini Inclusive Education Project, a unit of Sri Sathya Sai Central Trust, Prasanthi Nilayam, as a collaborative offering in the service of our nation.