COLOR VISION DEFICIENCY AND THE USE OF COLOR IN TEACHING: TEACHERS’ PERSPECTIVES|Il daltonismo e l’uso del colore nella didattica: il punto di vista degli insegnanti

COLOR VISION DEFICIENCY AND THE USE OF COLOR IN TEACHING: TEACHERS’ PERSPECTIVES Abstract The debate on accessibility in schools has become increasingly prominent in recent years; however, certain conditions related to accessibility remain marginal in educational planning and intervention. Among these, Color Vision Deficiency (CVD) is often underrecognized and insufficiently addressed (Maffia et al., 2022). This study, which forms part of a national research project, aims to promote more accessible school practices through research on color vision deficiency. This paper specifically presents an exploratory qualitative study carried out within a broader research-based training project on colour blindness, drawing on semi-structured interviews with 41 teachers from Northern Italy. Within this framework, the study examines two interrelated dimensions: teachers’ professional knowledge and representations of color blindness, and their use of color in educational activities. Data analysis indicates a tendency to underestimate the possible presence of students with CVD in the classroom. These findings point to the importance of enhancing teachers’ awareness of the use of color in schools. Overall, the results highlight the need to reconsider teaching practices and rethink educational strategies in order to foster greater accessibility and inclusion for students with CVD.