Improving the early detection of color vision deficiency (CVD) and raising teacher awareness of the pedagogical implications of CVD is very important given the relatively high incidence of 8.5% of students with CVD.

The aim of this study is to evaluate the accessibility of textbooks introduced in Italian primary schools during the 2024/2025 academic year. Colors play a pivotal role in educational settings, aiding memory, attention, and comprehension (Chun & Kahng, 2016; Olurinola & Tayo, 2015). However, for students with CVD, color-dependent visual representations can present significant challenges. This study analyzed a sample of 1000 textbooks from 13 publishers, focusing on their use of color, consistency, and meaning. The geographical scope of the research covered all Italian regions, with publishers contacted directly to gain access to textbooks, resulting in 13 positive responses.

The findings reveal that color usage in textbooks often poses barriers for students with CVD, particularly in interpreting color-coded maps and diagrams (Mashige, 2019; Maffia, Silva & Rizzi, 2022). Recommendations include modifications for publishers to enhance accessibility and strategies for raising teacher awareness of CVD’s impact on classroom learning. Additionally, the study advocates for thoughtful use of color to create more inclusive educational practices (Chang, Xu & Watt, 2018; Huchendorf, 2007). These insights aim to inform future textbook design and pedagogical approaches, fostering an environment where students with CVD can thrive.

This research is part of the "Game4Ced - Gamification for Color Blindness Early Detection" project, funded by the Ministry of Universities under the PRIN 2022 initiative. The project involves collaboration between the Department of Computer Science at the University of Milan and the Department of Education and Human Sciences at the University of Modena and Reggio Emilia.

To investigate textbook accessibility for students with CVD, a systematic analysis was conducted on 1000 textbooks provided by 13 publishers. The geographic scope included textbooks accepted across all Italian regions, focusing specifically on multilingual schools in regional capitals. In Lombardia and Emilia-Romagna, the analysis included all schools, while for other regions, it focused on textbooks used in the capital cities. Data collection involved contacting publishers to obtain textbooks, yielding 13 positive responses. Textbooks were reviewed using qualitative and quantitative methodologies to analyze color usage patterns. The analysis considered three key factors: (1) the range of colors used, (2) the consistency of color usage across materials, and (3) the communicative meaning of colors (Diachenko et al., 2022; Pavignano & Zich, 2020). Particular attention was paid to color-coded maps, diagrams, and educational graphics in subjects like geography and mathematics, where visual aids are critical (Mashige, 2019; Percoco & Sarti, 1996). The review process also involved comparing textbook designs with existing literature on CVD challenges in education. Findings were triangulated with insights from previous studies, such as those by Mashige (2019) and Maffia et al. (2022), which highlight the difficulties faced by students with red-green color deficiencies. This methodological approach ensured a comprehensive evaluation of both the challenges and potential solutions related to color use in educational materials.

Preliminary results indicate that Italian primary school textbooks often use color palettes that are not accessible to students with CVD. Red-green distinctions in maps and diagrams cause confusion (Mashige, 2019). In addition, inconsistencies in the use of colors in textbooks make understanding difficult. Some math tasks are not feasible due to color dependency, and various tasks related to language acquisition can lead to incorrect answers if the color is not perceived correctly, while in arithmetic, color-coded operations cause errors for students with CVD. In language exercises, words are often grouped by color. If a student cannot perceive the colors correctly, they may misclassify the words and give incorrect answers. The widespread use of colors can be distracting, even without a meaningful function. The overuse of bright or high-contrast colors in instructional materials can distract attention from important information and make it difficult for students to focus on the essential aspects of the task. If the color is intended as a visual cue but doesn’t stand out clearly from the background or other elements, it can interfere with readability and comprehension. Recommendations include applying universal design principles, like using patterns or alternative visual cues in addition to color to convey information (Maiorescu et al., 2019). In mathematics, for example, symbols can be used instead of color-coded operations for differentiation. In language learning exercises, words can be categorized using different fonts, underlining or symbols instead of colors. The study highlights the importance of raising teachers' awareness of the impact of CVD on learning in the classroom. It advocates for the thoughtful integration of accessible color schemes into textbooks to ensure inclusion (Silva, Rizzi & Manzini, 2024). This research highlights the broader implications for inclusive education and emphasizes that addressing the needs of students with CVD is essential for an equitable learning environment.

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