IMAGINE staring at a world map where countries blend together, or struggling to interpret a science graph where the key colours look identical.
For colour-blind students across Malaysia, this is their daily classroom reality, one that often goes unnoticed in education systems designed for colour-seeing eyes.
According to University of Cyberjaya adjunct professor, strategic education advisor and education consultant, Datuk Satinah Syed Saleh, colour-blind students in Malaysia still encounter significant yet often overlooked challenges in classrooms.
These difficulties arise when lessons rely on colour-coded systems, creating invisible barriers to learning.
"Many classroom materials, like maps, charts, graphs, and diagrams, rely on colour to convey information.
"Colour-blind students may struggle to distinguish between different colours or patterns, making it difficult for them to understand or interpret the information correctly,” she said when contacted recently.
Additionally, she said, these students might misinterpret visual indicators like traffic light signals or marked corrections in assignments where colours like red or green are used.
Satinah who is also former president of the Malaysia Association for Education (MAE) highlighted the social challenges these students face, noting that they may feel isolated or embarrassed when unable to participate fully in activities that rely on colour-based instructions.
Without proper awareness and accommodations, she stressed, these barriers can hinder academic progress and confidence.
RAISING AWARENESS AMONG TEACHERS
To address these challenges, Satinah said educators must first recognise the signs of colour blindness and understand its variations, such as red-green or blue-yellow deficiencies.
"At the same time professional development could include understanding how to adapt teaching strategies and materials,” she added.
She also emphasised the importance of open communication, suggesting that teachers should encourage students to voice their difficulties and work collaboratively to find solutions.
Satinah stated that incorporating inclusivity into the curriculum ensures that all students, regardless of visual impairments, benefit from equitable learning opportunities.
ADAPTING VISUAL MATERIALS FOR ACCESSABILITY
Satinah pointed out that simple adjustments can make learning materials more accessible.
Instead of relying solely on colour, she advised educators to use textures, patterns, or labels to differentiate elements in diagrams and charts. She also recommended high-contrast designs and carefully selected colour combinations such as blue/orange or yellow/blue to improve readability.
Satinah mentioned that digital tools like ColorBrewer and Coblis can help teachers assess whether their colour choices are suitable for colour-blind students.
She further suggested multimodal teaching methods incorporating verbal explanations, tactile resources, and auditory aids to ensure students receive information through multiple channels.
"Use clear verbal descriptions for visual aids and ensure that any relevant visual information is explained in words.
"For example, ‘The blue line represents the increase in sales, while the red line shows the decline’,” she said
She also noted that collaborative learning activities can further support colour-blind students by allowing peer assistance.
TECHNOLOGY AND SCHOOL-WIDE SUPPORT
Satinah highlighted the role of assistive technologies, such as screen readers and colour adjustment software, in aiding students with severe colour blindness.
She urged schools to adopt inclusive design policies to ensure all learning materials meet accessibility standards.
She also called for early identification through vision screenings, allowing for timely accommodations such as modified assessments that do not rely on colour differentiation.
Satinah said a collaborative approach involving special education departments, IT support, and general teaching staff can create a more inclusive environment.
By implementing classroom adjustments, teacher training, and institutional policies, schools can better support colour-blind students.
She noted that a proactive, multifaceted approach not only addresses their unique needs but also enhances the overall learning experience for all students.
"By adopting a multifaceted approach addressing individual classroom adjustments, teacher training, and school-wide policies schools can create a more inclusive learning environment that meets the needs of colour-blind students and enhances the learning experience for all,” she added.