sample colouring shapes – Inclusive Education Project

COLOURING SHAPES

Table of Contents

Class 1

Objective

Students will be able to colour using crayons.

Prerequisite

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.

Prerequisite

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.

Preqrequisite

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.

Prerequisite

Children should be able to identify basic shapes and colours.

Goal

Few children can colour within the outline, without any gaps using crayons and can identify the given colour.

Goal

Some children can colour within the outline using crayons and can identify the given colour.

Goal

All children can identify colours and colour using crayons.

Materials required for activity :

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

Preparation of 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.

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:

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.
Teachers may use the LTM – Colour Flashcards that are provided below.
Ask the children to identify the colours.
Encourage and appreciate the children for their answers.
Teachers may then show the shapes – Rectangle, Square, Triangle and Circle.
Demonstrate on the board as to how the shape is to be coloured within the outlines and without leaving any gaps.

Click to Download

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)

Colour the shapes for students

ISL Colour the shapes for students

Children can be assessed based on the following parameters:

Appropriate choice of colours
Neatness, colouring within the outline
Area of application of colour is filled completely and evenly
Completes the colouring within the given time

Children can be assessed based on the following parameters:

Appropriate choice of colours
Neatness, colouring within the outline
Area of application of colour is filled completely and evenly
Completes the colouring within the given time

Adaptations to address variability in an inclusive classroom:

The Variability of an Inclusive Environment needs to address the processing and attention differences of the learners. An inclusive environment may have learners with Visual Impairment, Hearing Impairment, Loco-Motor Impairment and Cognitive Differences. Learners not only learn in different ways, but they also have unique motivations, interests, personalities and strengths. To address this variability, providing the appropriate adaptation is an effective solution.

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

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 with a larger outline.
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 alternate activities to avoid frustration or fatigue. You can also use a timer to help the child pace themselves and feel a sense of accomplishment as they work towards completing the task.
Provide additional support: For children with fine motor difficulties, you can provide adaptive tools such as pencil grips, raised grip crayons to help them better grasp and manipulate the crayon. Reference for these adaptive tools is provided in the video.
Provide positive feedback: It is important to provide positive feedback throughout the colouring activity to build the child’s confidence and motivation. Be specific and provide feedback for effort, progress, and quality of work.

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

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.

To access Social Narratives, click on the button below.

Click Here to Download