THE INCLUSION OF INDIVIDUALS WITH COLOUR VISION DEFICIENCIES

This research paper was completed and submitted at Nipissing University, and is made freely accessible through the University of Toronto’s TSpace repositoryThis paper explores colour vision deficiences (CVD), and know and inherent issues related to CVD in the educational setting. Examples of such issues include: CVD in an array of different discipline contexts (e.g., mathematics, geography, physical education, etc.), concomitant learning challenges for students with CVD, and recommendations for best or promising practices which teachers can use to create inclusive classrooms. Data to inform this paper were collected from various databases (Pubmed, ERIC [EBSCOhost], Academic Search Premier, etc.), in addition to publically available resources intended for instructors of special education classrooms, that can be loacted on provincial and federal government websites. Methodologies as they relate to these respective issues have been described in different sections of this paper. The information synthesized in this paper will prove useful for teachers, administrators, and parents who interact with pupils with CVD (regardless of the type or severity). Discussion and recommendations presented throughout this paper should help to transform teachers' instructional approaches into an increasingly proactive and responsive practice with respect to the needs of students with CVD. The approaches and recommendations discussed throughout this paper are known to be best practices for creating an inclusive environment for students with CVD. However, inadvertently, all students could benefit from these recommended approaches because they lend themselves to universal instructional design