# Color Brightness Recognition of Extremely Severe Amblyopia Children in an Indoor Environment
## 4 Discussion
Furthermore, other studies have also found that the minimum discriminable size for low-brightness backgrounds exceeds that for high-brightness backgrounds [28], suggesting better recognition for low-brightness colors, which is consistent with our findings. The research by [PERSON] further indicated that as observation distance increases, the discriminability of colors decreases, while the perception of black and white by visually impaired individuals relatively improves [9], providing support for our findings. The findings of this study exhibit both similarities and differences when compared to previous research. We attribute these discrepancies primarily to the differences in experimental settings and the selection of colors for identification. We conducted our experiment in a special education school, a long-term residence for children with visual impairments. We also identified standard hues commonly used in daily life, limiting the range of color samples to the attribute of lightness. In earlier studies, however, the experimental conditions did not replicate the typical living environments of visually impaired children, and the identified colors encompassed not only lightness but also chroma. In China, the architectural design of special education schools is governed by national standards, as stipulated by the industry code GJ76-2003. These regulations for various conditions, including classroom dimensions, facilities, lighting, and window arrangements, are all tailored to meet the needs of visually impaired children. Therefore, our conclusions are applicable to special education schools that operate within these standardized conditions. The experimental findings of this study indicate that in indoor settings, distance is the primary factor influencing color recognition for visually impaired children, surpassing the effects of lighting. Future research should focus on the impact of color area, contrast, and shape. Furthermore, it is imperative that the academic community expand its investigative scope to the application of colors in long-term residential environments for visually impaired children. Our study has several additional limitations. Firstly, the study did not use a control group, which limits our ability to compare the results of the experimental group with those of individuals with lesser visual impairments or normal vision. While we used standardized values to demonstrate differences or similarities with accepted norms, the absence of a control group may affect the overall reliability and interpretability of the findings. Additionally, the sample size is relatively small and includes a broad age range, which may introduce variability in motor skills and developmental stages. This raises the question of whether the observed color perception characteristics are specific to the studied group or if they can be generalized to a broader population with varying degrees of visual impairment. Special schools, including the one studied, typically serve a diverse student body with varying levels of visual impairment, and our focus on a more severely impaired group may not fully capture this diversity. Finally, the practical significance of our findings is somewhat constrained by the scope of the study. Although special schools are designed to accommodate a wide range of disabilities, the results of this study may not be applicable to all students within such schools. Future research should consider a larger, more diverse sample and include a control group to enhance the generalizability and practical relevance of the findings.