{"id":6282,"date":"2026-04-28T11:30:03","date_gmt":"2026-04-28T10:30:03","guid":{"rendered":"https:\/\/blogs.cardiff.ac.uk\/LTAcademy\/?p=6282"},"modified":"2026-04-28T11:30:03","modified_gmt":"2026-04-28T10:30:03","slug":"considering-colour-blindness","status":"publish","type":"post","link":"https:\/\/blogs.cardiff.ac.uk\/LTAcademy\/considering-colour-blindness\/","title":{"rendered":"Considering Colour Blindness"},"content":{"rendered":"

This blog post is written by <\/span>Jordan Lloyd,<\/span>\u00a0a\u00a0<\/span>Learning Designer in the<\/span>\u00a0Digital Education Team\u00a0<\/span>part of the<\/span>\u00a0Learning and Teaching Academy.<\/span><\/span>\u00a0<\/span><\/p>\n

Colour blindness can often be overlooked in conversations about accessibility in higher education, yet it affects\u00a0a significant portion\u00a0of the student population. Approximately 1 in 12 men and 1 in 200 women experience some form of colour vision deficiency. This accounts to 1250 Cardiff University students.<\/span>\u00a0<\/span><\/p>\n

In a university setting, where visual presentation of information plays a key role in teaching and learning,\u00a0failing to consider\u00a0colour blindness can create barriers that impact understanding, participation, and academic performance.<\/span>\u00a0<\/span><\/p>\n

Colour blindness does not mean seeing the world in black and white. Most individuals with colour vision deficiency struggle to distinguish between certain colours, commonly red and green, or blue and yellow. While this may seem like a minor inconvenience, the implications in academic environments can be\u00a0substantial. Lecture slides, charts, diagrams, laboratory materials, maps, and even digital learning platforms\u00a0frequently\u00a0rely on colour as a means of conveying information. When colour is used without thoughtful design, students with colour blindness may miss critical details or misinterpret content entirely.<\/span><\/p>\n

Universities are increasingly committed to inclusivity and\u00a0equitable\u00a0learning experiences. However, accessibility is not only about physical spaces or assistive technologies; it also involves how information is presented. Designing learning materials with colour blindness in mind is a simple yet impactful way to support a diverse student body. Importantly, these adjustments\u00a0benefit\u00a0everyone, not just those with colour vision deficiencies.<\/span>\u00a0<\/span><\/p>\n

One of the most common issues arises when colour is used as the sole differentiator. For example, a graph that distinguishes categories using only red and green lines may\u00a0be clear to some students but indistinguishable to others. Similarly, highlighting key concepts in colour without\u00a0additional\u00a0visual cues can make\u00a0important information\u00a0effectively invisible.\u00a0Good design\u00a0practice involves pairing colour with patterns, labels, icons, or text descriptions. A chart that uses both colour and distinct line styles becomes accessible to all viewers.<\/span>\u00a0<\/span><\/p>\n

What actions can you take?<\/span><\/b>\u00a0<\/span><\/h2>\n