An extremely important factor related to the very common vision problems, but without the  necessary importance given, that concerns the recent research and will affect the educational policy and the modern learning environment is the dyschromatopsia. It is estimated that 350 million people, about 10% of the male population, that is one in twelve men and 0.5% of the female population and one in two hundred women belong to the group of people with dyschromatopsia problems. Dyschromatopsia affects many aspects of daily life. Any person with dyschromatopsia can not distinguish colors, e.g. green and red or blue and yellow. It is important that a student gets early diagnosed in case of having dyschromatopsia problems. The diagnosis can also be made through the musical act in the school environment. A large number of activities in the learning environment, especially in early school years, are based on colors. A delayed treatment of vision problems related to dyschromatopsia can have serious consequences on the social development of students.

In recent years, a significant effort has been made to integrate a special color code into education and into many aspects of daily life. The use of special code alphabet, such as the ColorADD and Feelipa Color Code systems, developed in Portugal, achieves equal management and accessibility for students with dyschromatopsia problems. ColorADD (www.colorADD.net) is an award-winning color recognition system developed by Miguel Neiva, with the basic motto "Not everyone sees colors in the same way". ColorADD is an innovation tool that ensures the full integration in color discrimination of students and visually impaired people. The color code alphabet can be easily applied in the teaching environment of music. The knowledge of the code can be done through special musical educational activities.

In the 9th Conference of GSME, the way of the development of the multimodal literacy with the application of the special color code alphabet in music education is announced, focusing on the thematic axis of music education in special education. The way of visual marking of color gradations in the musical score (sheet paper) and in accompanying visual material for the students with dyschromatopsia is presented in detail. In addition, music can be a useful educational tool that facilitates the teaching-learning of the color code alphabet as well as the timely preventive diagnosis in the learning environment of preschool education.

Finally, there is focus on the teaching of chanting by applying the color code alphabet for the visual marking of evidence points or other notes on the musical text that have different color marking, enhancing the usability and accessibility of students with dyschromatopsia.

• Μουσικές εμπειρίες στο σχολείο, στο ωδείο και στην κοινότητα
• Σύνδεση της μουσικής εκπαίδευσης με την καθημερινή ζωή
• Εκπαίδευση εκπαιδευτικών
• Μουσική εκπαίδευση στην ειδική αγωγή
• Πολυτροπικές δράσεις στη μουσική εκπαίδευση

Tsampatzidis Theodoros was born in Thessaloniki. He is special music educator at the Music School of Thessaloniki and General Manager of the Multipurpose Center of the Holy Metropolis of Kalamaria. He is also PhD candidate in the Department of Music Studies at the Ionian University. His field of research is teaching Byzantine music to students with visual impairments. He graduated the University Ecclesiastical Academy of Thessaloniki and the Greek National Concervatory of Thessaloniki. He completed his postgraduate studies in Special Education at the Middlesex of Middlesex (Master of Arts with Distinction). He composes music and presents compositions in Greece and abroad. He has received awards for Excellence and Innovation in Education and eTwinning Awards. He coordinates European programs and he a research associate at the Greek Institute of Educational Policy and   at the Pastoral Institute training of Holy Archdiocese of Athens.