cr

1. One in every classroom
How colour vision deficiency affects
our learners.
Caroline Riggs
@SciRiggsy

3. At least one pupil in every
classroom sees the world
differently.
and you don’t know which one it
is.
and neither do they….

5. What is Colour Vision Deficiency (CVD)?
o Inability to distinguish colours, for example red,
green, orange, brown.
o 1 in 12 boys and 1 in 200 girls.
o Mild to moderate. Of these, 25% are severe.
o Not currently recognised as special educational need
or disability.
o Not routinely tested for in UK, or in many parts of
Europe.
o By secondary school, less than 50% of children with
mild colour blindness are aware of it.
o It is estimated that 20 – 30% of severe are unaware
that they see the world differently.

6. What problems could a colour
blind pupil have in your
lessons?

7. How can Colour Vision Deficiency
(CVD) limit potential?
Some examples from the Science Department
o Reading litmus paper accurately
o Undertaking chemical titrations in practical
chemistry exams
o Identification of metals by the colour of the
flame produced when the metal is burnt
o Accurately reading stained slides under a
microscope
o Carrying out dissections in biology
o Identification of species of plants or insects
correctly
o Fully understanding coloured diagrams in
textbooks, particularly in biology
o Use of prisms in physics.

9. Surprise word fill!

14. How can Colour Vision Deficiency (CVD)
limit potential?
How can it affect attainment in your subject?
o Picking up a red ball from the green floor in PE
o Identifying fresh food in DT
o Practical activities in Science
o Reading graphs and maps

15. How can it affect behaviour in your
classroom?
o Copies from others
o Makes ‘silly’ mistakes
o Inattentive
o Lazy
o Doesn’t listen properly
o Doesn’t try or rushes work
o Has poor presentation
o Shows frustration
o Doesn’t take part
o Disruptive
o Will assume they are stupid at the subject
o May have developed their own strategy
e.g. coloured pencils in order/dislike
working with others
But……..this can vary depending on the classroom/levels of natural light outside.

16. We have to think things through!

17. How can we support CDV students?
How we are inadvertently making life more difficult:
o Use a traffic light system for assessment?
o Place pots of mixed unlabelled coloured pencil crayons on tables?
o Have coloured labels on library books to indicate different reading levels?
o Use games e.g. counting games with coloured counters?
o Use worksheets/software which rely on colour?
o Use books which highlight familiar sounds using colours?
o Highlight teaching points in red and green on the white board?
o Colour coded marking

18. What can I do straight away?
Awareness
(pupils and staff)
Audit learning environments
with the app! Label pencils, have a colour buddy
Use natural light
Use a strong colour contrast
(blue is good)
Secondary indicators

19. How are we supporting CDV at Angmering?
 Interviews/lesson observations with CVD students.
 Identification project with year 7 in Science.
 Specsavers eye health screening for year 7 and 9.
 Awareness/routine in all classrooms.
 Share good practice/feedback to departments.
http://www.colourblindawareness.org/
@colourblindorg
Apps: CVSimulator

20. Next time on the under appreciated SEN club:
MORE THAN One in every classroom:
Irlen syndrome vs Dyslexia
Caroline Riggs
@SciRiggsy
Head of Psychology: criggs@theangmeringschool.co.uk