Evaluation Template

A book evaluation is a written review of a book’s accessibility. The evaluation discusses both the accessible highlights and the barriers to access within the book. Evaluations are approximately a page in length and professional in tone. Completed evaluations are intended to be published so that those interested in a book would be able to navigate a catalog and select books that are accessible, given their specific needs.

The first step in preparing to write a book evaluation is to read and become familiar with the criteria that have been established for accessibility.

Book Title:

Book Author:

Year Published:

Reviewer’s Name:

The evaluation is in five parts. Please label the five parts in your evaluation.

1.     Summarize the plot briefly.

2.     Issues related to accessibility (Consider the following):

a.     Text

                                    i.     Is the print large, easily read (minimal serifs), and with strong contrast to the background?

                                  ii.     How is the print arranged on the page? The ideal being text that is straight and horizontal and reads left to right

                                 iii.     Is there adequate space between lines of text, and adequate space between words?

b.     Images

                                    i.     Are the images large in size with strong contrast and strong outlines?

                                  ii.     Is there adequate blank space between images?

c.     Storyline

                                    i.     Is the same story told in both the text and the images, so that the complete story could be told without text or without images?

                                  ii.     How many characters/names/perspectives are in the story?

                                 iii.     Is the story engaging to readers?

                                 iv.     Based on the criteria, highlight any aspect of the story that might confuse readers with a particular impairment.

d.     Book construction

                                    i.     Is the page material durable? (e. g., thin paper vs. board book)

                                  ii.      Does the paper have a sheen that would reflect light?

                                 iii.     Note any other important characteristics of the book’s construction.

3.     If the book includes a character with an impairment:

a.     Roles

                                    i.     Is the character with the impairment in a supporting role/observer, or in an action/doer/leadership role? When the character is a doer, is the impairment shown as superhuman, extraordinary, or simply a feature of life?

                                  ii.     Does the character with an impairment have an active role in the story’s problem resolution? Is the solution inclusive and realistic?

                                 iii.     Is there a balance in the roles of characters with impairments and those without?

b.     Language

                                    i.     Does the book contain “you/them” language, making the child “other”?

                                  ii.     Is there loaded language? (e.g., “slow” or “crazy”) If loaded language is used for purposes of the story, is its use resolved by the end of the story?

c.     Characterization

                                    i.     Does the story portray the impairment inaccurately? (e.g., is a character with an intellectual impairment portrayed as unable to learn?)

                                  ii.     Is the portrayal stereotypical? (e.g., a Deaf character whose only goal is to hear, a character who is blind and who can see nothing but blackness, or a child with any disability who is portrayed without also showing ability)

                                 iii.     Does the character with an impairment show growth throughout the story? Or is she/he included simply as a static character to facilitate the growth of a character without impairment?

                                 iv.     Does the character with an impairment speak for him/herself or does someone else speak for the character?

                                  v.     How would the story make a child or teen who might have that impairment feel? Humiliated or empowered? How would it make a child or teen with no impairment feel? Pitying, superior, or empathetic?

d.     Purpose

                                    i.     Is the story didactic? Is its purpose to teach children without disabilities about children with impairments by highlighting differences? Or does the story show people with impairments as normal citizens?

4.     Examples of adaptations to make the book accessible

a.     Things an adult/parent/teacher could do to make the book more accessible, e.g.,

                                    i.     Describe the pictures as the text is read aloud

                                  ii.     Point out details on the pages while reading

                                 iii.     Reiterate the storyline while reading

                                 iv.     Use technology adaptations

                                  v.     After reading, discuss any problems with the content of the story with the child

5.     Conclusions

a.     Here you can include anything about the book that you think is relevant but hasn’t been covered yet. For example, a book that has cluttered illustrations and/or print that wanders around the page would present challenges for a child with a reading impairment, but it might be fascinating for a child with a physical impairment.