or interpret a colour-coded diagram if
the colours all look the same? In PE,
how can he be sure if he is cheering
the right team if both sides’ strips look
the same, and how can he swiftly spot
the orange hockey ball or red football
if it merges into the green grass? And
in IT, how can he tell whether the
light on an electronic device is flashing
red or green?
Parents, children and teachers
have devised many strategies to help
overcome some of the challenges
faced by learners with CVD at
school. The number-one priority
is communication. Paula makes a
point of telling Tom’s teachers about
his colour blindness at the start of
each school year, and many experts
recommend giving the school a
copy of a child’s optician’s report,
which should then be attached to his
school notes. Teachers then have the
opportunity to think about how they
can present colour-coded information
in a different way – for example, they
might choose to shade a diagram
with straight or dotted lines, or label
it, instead of using blocks of colour.
Smaller steps, such as making sure
a child always has access to a set of
colouring pens and pencils labelled
with their colour name, can also be
invaluable, so children do not have to
continually ask teachers and peers if
they are using the right colour. By the
time a child reaches the exam stage,
it is useful to remind the school that
a child might need help with certain
colour-related tasks. In external
exams, find out what help (if any)
is allowed.
Technology can also help
overcome some of the challenges
of CVD. There are many apps for
smartphones and iPads that can
identify and name colours from the
device’s video or camera functions,
and some that “translate” the colours
in pictures and videos into a range
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