TEXTBOOK OR DIGITAL RESOURCE CHART 1
Curriculum Change Plan: Part 3 - Textbook or Digital Resource Chart
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School of Education, Liberty University
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TEXTBOOK AND DIGITAL RESOURCE CHART 2
Curriculum Change Plan: Part 3 - Textbook or Digital Resource Chart
RESOURCE CHARACTERISTICS
1. Discuss the overall information.
a. Title/Edition/URL References
Universal Design for Learning in the Classroom: Practical
Applications for K-12 and Beyond (Second edition.).
https://ebookcentral.proquest.com/lib/liberty/reader.action?
docID=30979602
b.
Publisher/Organizati
on
The Guilford Press
c. Grade level K-12
You
d. Content area(s)
Literacy, STEM, Arts, PBL & Social and Emotional Learning
e. Strengths The strengths of this resource are its relativeness to today's classrooms
and the fact that it contains the most recent UDL guidelines. Firstly,
Hall et al. (2024) provide educators with a clear and concise overview
of the UDL framework and its impact on learners, which provides
readers with the necessary background to connect subsequential
application-based chapters. The book offers practical strategies with
concurring examples of effective implementation across multiple grade
levels and content areas, thus providing models that could easily be
adapted to fit into many classroom learning structures. Furthermore, the
authors include case studies involving the implementation of UDL in
TEXTBOOK AND DIGITAL RESOURCE CHART 3
primary and secondary grades. One of the case studies was from a 12th-
grade student named Leah, who felt a sense of autonomy in her learning
because of the opportunities that the application of UDL principles
allotted her and her classmates (p.18). Leah and her classmates could
discover additional questions, analyze patterns, participate in structured
conversations, and construct new meanings through graphic organizers,
models, and think-aloud prompts (p.19). Another case study involved
an elementary-aged student named Ben, who displayed problematic
behavior problems until his teacher included a computer with text-to-
speech (TTS) capabilities to assist him in successfully comprehending a
grade-level text (p. 49). The many case studies in the book illuminate
the positive impact UDL has on student learning.
The content areas highlighted in this resource are literacy, STEM, the
Arts, and Social-Emotional Learning (SEL), which makes this a
valuable resource for my curriculum change plan because of its
chapters focused on integrating UDL with literacy and embedding it in
SEL practices. Additionally, the book provides UDL implementation
examples with STEM learning, Project-based Learning (PBL), ARTS,
antiracism, career and technology success, antiracism and student-
centered learning. Another strength of the book is the presentation of
the 5E Model of Teaching (p.59) because it provides educators with an
approach to strengthen students' abilities to construct meaning and
TEXTBOOK AND DIGITAL RESOURCE CHART 4
knowledge through experiences and reflection on those experiences.
Lastly, the book offers guidance on assessing and evaluating students'
progress using the UDL principles. Educators can benefit from this
book because it provides examples, practical strategies, case studies,
and insight into cultivating an inclusive and effective learning
environment that removes barriers to student learning and creates
opportunities for student agency.
f. Weaknesses While the book is an invaluable resource for educators, it presents some
areas for improvement in its delivery of UDL principles in classrooms.
The book needs comprehensive examples of assessments across various
curriculum and content areas and only briefly covers the why and when
of assessment. However, it must provide a how-to guide or mastery of
specific content areas or topics. An immense drawback of this resource
is that it allows for vast examples of how to implement UDL with
literacy, SEL, PBL, and STEM; however, it needs to provide more
information on integrating UDL in math, science, or social studies
curricula.
The book provides educators with considerations for STEM instruction
in various classroom environments (p.66). Still, it does not provide
readily accessible resources to support the different classroom types of
technology-enabled environments. These concerns are challenging for
math or science teachers because there is no practical, subject-specific
TEXTBOOK AND DIGITAL RESOURCE CHART 5
information on how to apply UDL in their classrooms. A dense amount
of academic language can sound like technical jargon, which could
make the book hard to use as a resource for individuals with limited
schema on UDL. Overall, the book is a practical resource for teachers
in the content areas of literacy, reading, and writing, but it would not be
an effective tool for teachers who teach math or science.
2. Think about language concerns.
a. Use of phonics Phonetical awareness was appropriately applied in the writing of this
book because readers can recognize, decode, and comprehend most
words in this book. The authors display an adequate understanding of
subject-verb agreement, syntax, letter combinations, and the
relationship between sounds. The words in the book are spelled
correctly and syntactically accurately with appropriate placement
throughout the book. McArthur et al. (2018) state that individuals who
receive phonics training will effectively improve their literacy-related
skills. In saying this, the book shows the authors hold an abundance of
literacy-related skills through their appropriate usage of phonics
throughout the resource.
b. Readability The book had clear and concise writing, which made it an easy-to-
follow resource for readers. On the other hand, the book used
unnecessary technical jargon but provided explanations in subsequential
TEXTBOOK AND DIGITAL RESOURCE CHART 6
sentences, where readers could use context clues to determine the
meaning of unknown words. The author introduces concepts as if
readers are already familiar with them, such as the Unbound Classroom
(p.77), where the author directly connects the previous work with PBL
and how it connects with the UDL principles; however, instances such
as this make the book difficult to read at times because of the necessary
background knowledge readers need to be equipped with to understand
the content and context. Wallwork & Southern (2020) submit that when
authors shift to using jargon because it makes them sound more
credible. This book is easy to navigate, but some sections could be
more manageable due to the technical jargon.
c. Vocabulary usage The authors use a wide range of academic language with implications
of appropriate usage in sentences. Lavigne et al. (2022) discuss how
there is a strong relationship between vocabulary knowledge and
vocabulary usage in composing compelling written narratives.
Therefore, academic collections should include a wide range of
appropriate vocabulary. The vocabulary in the book ranges from
simplistic vocabulary words, such as learning and literacy, to complex
words, such as transdisciplinary (p. 77) and macroaggressions (p.8).
The book includes adequate academic vocabulary to support the topic
of UDL.
d. Provision of
definitions
The book lacks appropriate corresponding definitions to new or
TEXTBOOK AND DIGITAL RESOURCE CHART 7
academic terminology. No bolded words or a glossary support the
integration of topic-specific words. Agata (2019) proposes that each
academic society in every country should provide updates to concepts
and terminologies because they offer individuals a rich understanding
of modern concepts. The author should have provided a comprehensive
list of terms or definitions for implementing UDL. A glossary,
dictionary, or word bank would have provided readers with tools to
understand technical jargon and comprehend complex ideas.
e. Word choices The authors used content-specific words supporting the central idea of
using the UDL framework to remove student barriers. Some words,
such as barriers and transdisciplinary, could be more well-defined for
readers or replaced with synonymous words to increase the
comprehension of their usage. The 5E Model was presented with its
respective framework but needed to include an adequate amount of
common usage words for readers to employ this teaching strategy
easily. Groseth & Dalton (2020) submit that a standard learner does not
exist, and word choices in academic writing can affect a reader’s
comprehension of the topic and content.
f. Flow The book's flow was smooth and transitional from chapter to section and
paragraph. The authors used many transitional phrases that made the text
easy to follow. The appropriate flow of the book provided readers with
TEXTBOOK AND DIGITAL RESOURCE CHART 8
an accessible format to find where information is in each chapter. There
were not many subcategories, which made the book flow smoother. The
book's flow can either create a positive or negative experience for
readers; hence, the excellent flow of the book keeps readers engaged in
the material.
3.( Think about ideas and concepts.
a. Biblical
perspectives
This book places a great emphasis on the themes of diversity and value,
which are rooted in biblical principles. This resource encourages
educators to reach people where they are and support them, regardless
of background or ability. Also, the book promotes inclusivity by calling
educators to teach students an appreciation of the unique differences
and talents that create a healthy classroom family. Additionally, the
book draws attention to the need for people to treat one another with
kindness and respect. The book is built on the philosophical framework
of the UDL principles and aligns with the perspectives of equity,
respect, and value.
b. Compare/contrast
to Scripture
The Lord calls believers to meet people where they are and support
them at their level; thus, the prevalent theme of the book is embracing
differences among one another and responding with understanding to
them. To serve others, one must understand where someone is at so
they can appropriately support them at their level of experience and
how one constructs their meaning. “To the weak I became weak, to win
TEXTBOOK AND DIGITAL RESOURCE CHART 9
the weak. I have become all things to all people so that by all possible
means I might have some.” (New International Version, 1978/2011, 1
Corinthians 9:22). Conversely, the book with biblical support
discourages individuals from judging others who conduct life
differently. “What business is it of mine to judge those outside the
church? Are you not to judge those insides? God will judge those
outside” (New International Version, 1978/2011, 1 Corinthians 5:12-
13). In saying this, educators must cultivate mutual respect and seek to
understand one another. The book provides a framework to nurture
cohesion and compassion by implementing the UDL principles
c. Relevance for
curriculum goals
The book provides many relevant ideas that would enhance the
achievement of my curriculum goals. A rationale and suggestions for
implementing UDL principles are prevalent throughout the resource—
particularly the chapter on integrating the UDL principles in literacy
(pp. 28-53). Hall et al. (2024) focus on why it is essential to offer
reading instruction in other modalities than text and talk or reading and
lecture. Reading instruction must cater to the needs of different
learners, and it should be flexible enough for both students and teachers
to access the content easily (Hal et al., 2024). This book is an excellent
tool with ideas for educators seeking the integration of UDL in literacy
instruction.
TEXTBOOK AND DIGITAL RESOURCE CHART 10
d. Critical thinking The book provided many topics to think critically about and reflect on
its influence on creating inclusive classrooms, ranging from why
implementing UDL is essential to effectively implementing it in all
curriculums. The most thought-provoking portion of the book was the
chapter on antiracism (pp. 147-164) because initially, I did not correlate
its impact on applying the UDL principles in instruction. The role that
UDL can play in implementing an antiracist education would support
all scholars, regardless of background or race. I pondered how race
could be considered a barrier to implementing UDL with the Amplify
Texas 3-5 ELAR curriculum because it should be analyzed to determine
if all cultures and races are equally represented. Marcus & Peer (2023)
suggest that curriculum must consist of diversifying the syllabi that
educators teach and opening the classroom for appropriate dialogues
that are mindful of races and multiculturism.
e. Grade
appropriateness
The authors have written the book for audiences in the field of
education, targeting grade levels from K to 12. The book offers
suggestions for elementary, secondary, and high school categories. The
authors mentioned higher education to illustrate the importance of
implementing the UDL principles in high school-level classrooms.
Overall, the book provided ample examples of how to apply the UDL
principles in elementary education.
TEXTBOOK AND DIGITAL RESOURCE CHART 11
f. Curriculum
perspectives
The book provides practical insights and guidance for educators to
design, implement, and deliver instruction through a UDL framework
lens. The authors provided educators with tools to create a curriculum
that includes multiple modes of representation, engagement, and
expression. The book offers real-world examples of educators actively
incorporating various UDL strategies to deliver content that meets the
diverse learning needs of students. The authors focused on composing a
flexible, accessible, and inclusive curriculum that can be tailored to
meet the needs of all learners, which is the prevalent curriculum
perspective.
g. Bias The authors unintentionally brought bias toward supporting students
with special needs more than typical students with various abilities and
preferences. The authors focused on providing accessibility features and
their importance in supporting the ability of students to extend their
thinking and activate multiple expressive parts of the brain. The authors
promoted journey mapping (pp.165-167); thus, this practice is biased
towards the educators’ dominant preferences. The authors further show
bias in their overrepresentation of students with disabilities because
UDL is intended to remove barriers to learning and does not enforce IEP
or 504 plans. The book emphasizes disabilities and omits student
preferences. The authors show slight bias in other categories related to
implementing the UDL principles.
TEXTBOOK AND DIGITAL RESOURCE CHART 12
4. Examine the format.
a. Clear chapter
headings and
divisions
The book shows clear and bold chapter headings. The headings are bold
and left justified. This formatting breaks up the texts into smaller pieces.
Additionally, the headings are appropriate for introducing each section
within a chapter. The usage of headings and divisions was appropriate
for ease of readability. The book’s use of formatting with headings and
divisions plays a crucial role in organizing and structuring this book.
b. Use of graphics
and visuals
There were minimal instances of graphics or supportive visuals in this
book. The limited visual representations were surprising because the
books emphasize multiple means of representation. The book could
have benefited from enhancing the appeal of textual content through
visual information. The book would have been more engaging with
charts, infographics, photographs of classrooms, or graphs. In saying
this, the book lacks a strong formatting structure due to the limited
inclusion of visuals.
c. Identifiable topic
sentences and
headings
The topic sentences opened up each paragraph with a corresponding
conclusion sentence. Readers knew what to expect in each section
because of the bolded head and strong topic sentence. Headings and
topic sentences are essential to all written work because they provide
structure and indicate what to expect in each section. The authors wrote
effective topic sentences so that readers could understand the central
idea. Overall, the authors provided readers with clear headings and topic
TEXTBOOK AND DIGITAL RESOURCE CHART 13
sentences.
d. Font and
legibility
The book offered a variety of fonts throughout the text. Chapter titles
were bold and large, whereas headings and subheadings were bolded
but slightly smaller. The concise sentence font made the entire book
legible with clarity in decoding words due to various fonts. Fonts
significantly contribute to a text's eligibility. Overall, the authors
considered their appropriate use of fonts and made the text legible to
their readers.
e. Spacing The authors used appropriate spacing throughout the text. The correct
spacing provided clarity and readability. The book’s proper spacing
separated ideas made the text easier to preview each page and break up
information. Too much space would have made the text seem disjoined
or cramped, which would have made it difficult to comprehend.
Conversely, the book considered its audience when applying appropriate
spacing to this text.
f. Grammar and
spelling
The authors showed that they understand how crucial it is to have
correct grammar and spelling in their book. The book is an academic
piece of writing with the intended audience being educators; hence, it
should be an exemplar representation of a produced academic writing
piece. The authors were able to accurately convey information about the
UDL principles because of their correct grammar, mechanics, and
TEXTBOOK AND DIGITAL RESOURCE CHART 14
spelling. The authors credibility increased because their text was well-
written. Conversely, mistakes in grammar and spelling could convey
misinformation and loss of credibility.
g. Layout The layout of a book can affect the readability. Therefore, the authors
kept a clean and concise layout that did not change throughout the book.
It had a chapter title, bolded subheadings, and spacing between each
section. This layout made the book flow easily and shows the authors
have a strong understanding of print awareness. The layout was not
mismatched and stayed consistent throughout the book. The authors did
not deviate from a properly established layout in the book.
h. Use of color The use of black, white, and gray were used throughout the book. The
only vivid color was evident on its cover. The text could have benefited
through the text features of highlighted words and colored images. The
absence of color may deter some readers that need texts to grab their
attention and maintain it though appealing colors. The book could have
benefited from adding visual interest and emphasizing important
information using color.
i. Ease of use The book was easy to use and navigate because it included a table of
contents and index. The authors created a book that effectively
communicated its message of the importance of implementing the UDL
principles through presenting material in a clear and logical manner. The
authors provided common to complex sentence structures that varied
TEXTBOOK AND DIGITAL RESOURCE CHART 15
when appropriate. The adequate line spacing, correct grammar,
appropriate mechanics, and font size made this book easy to use and
navigate.
j. Adaptive features
for assistance
There were no adaptive features evident in this book. The print and e-
book did not have braille or an immersive reader. Furthermore, it did
not provide readers with any TTS features, despite the book mentioning
the importance of accessibility features. The book could have benefited
from the use an immersive reader or highlighting tool. These features
would be indictive of the implantation of the UDL principles.
k. Sound quality (if
applicable)
Not applicable
5. Think of student supports.
a. Appropriate
questions and
assignments for
grade level and age
The authors provided appropriate questions for each category of learner
(elementary, secondary, and high school). The book included questions
to ask students through the illustrations made in the case studies. There
were a few questions, but they were explicit and offered targeted support
for implementing the UDL principles. Sample-based scenarios
represented each grade level, which supports all levels of educators. The
book offered appropriate questions in the content area of literacy and
STEM but only offered a few questions in other content areas.
b. Varying
knowledge levels
for questions and
assignments
There was evidence of questioning strategies and multiple questions.
However, there needed to be more evidence of varying the depth of
knowledge questions. The book could have been enhanced by including
TEXTBOOK AND DIGITAL RESOURCE CHART 16
Cosa's level of questioning with the authors' case studies and strategy
suggestions. Educators should consistently scaffold up and down when
questioning students, ranging from simple to complex. The book could
have included examples of simple to complex levels of questioning for
readers to use when planning to implement the UDL principles.
c. Appropriate
suggestions for
additional reading or
resources
The authors of the book only suggested reading their previous self-
authored book and conducting further research on the CAST
organization. Unfortunately, no additional website or resource links
were provided by them. It would have been more helpful if the book
had included more resources to assist readers in implementing the UDL
principles. The authors should have provided more resources because it
would not have only helped readers better understand the UDL
principles but also given them practical tools and strategies to apply
these principles in their classrooms.
d. Addresses visual,
auditory, and
kinesthetic
modalities
The book lacked representing multiple modalities of learning, while it
focuses on offering learners’ multiple modalities, it seemed to only
include limited instances of visual elements. The authors should have
taken into consideration the UDL principles to make the book accessible
to a broader range of learners. The book should have included auditory
options with ease of accessibility. The authors should have created this
resource focused on UDL principles with multiple learning styles in
TEXTBOOK AND DIGITAL RESOURCE CHART 17
mind. Accessibility features would enhance learning amongst many
adult learners seeking to use this book as a resource. This book did not
represent multiple learners or offer multiple modalities despite its
content focusing on the importance of offering learners multiple
modalities.
e. Logical
development of
subject matter
There needed to be a logical progression of information. The book
focused on isolated topics that did not necessarily build upon one
another. The book opens with the past, present, and future implications
of UDL. Then, it goes directly into UDL with literacy and STEM but
deviates to PBL and antiracism. The book ends with the emphasis on
student-centeredness. The book was concise but needed an identifiable
logical development on implementing UDL.
f. Provides
introductions,
explanations, and
summaries
The topic of UDL was briefly introduced, along with its implications for
readers with a schema. The authors provided adequate explanations of
each topic with examples to support them. The book should have
included thorough summaries at the end of each chapter. The book's
conclusion was not a comprehensive summary of the entire book.
Rather, it only summarized the last chapter that focused on student-
centeredness. The book could be enhanced by including concluding
statements and thoughts from the authors.
6. Consider the overall relevance.
Identify the state or
national standards
Texas Essential Knowledge and Skills (TEKS) (TEA, 2024):
TEXTBOOK AND DIGITAL RESOURCE CHART 18
that you will use in
your curriculum
change plan.
Explain why these
standards are
appropriate for your
curriculum change
plan. For example,
how do they address
student learning
and/or societal
needs? How do
these standards
relate to this
selected resource?
3. 9(A) Establish purpose for reading assigned and self-selected texts.
This TEK is supported through the book because the emphasis
on UDL promotes the importance of telling students their
purpose for reading every time they read a text. When a student
knows why they are reading, it provides a reason to collect
information and an idea of how they can apply the information
collected.
3.6(H) Synthesizes information to create new understanding.
This TEK is supported by the book's proposal to provide
students with multiple means of expression. This would allow
students to show meaning through how they synthesize
information.
3.6(l) Monitor comprehension and make adjustments such as rereading,
using background knowledge, asking questions, and annotating when
understanding breaks down.
The book aligns with 3.6 (l) by providing students with multiple
means of representation and engagement, which are prime
components of UDL. Students must ask questions, adjust their
thinking, and use multiple strategies and tools to enhance
comprehension.
Explain your views The book lacked a focused progression model as it provided only
TEXTBOOK AND DIGITAL RESOURCE CHART 19
on the progression
models, sequencing,
supplemental
resource, and access
issues for this
resource (See the
Ashbee text.).
theoretical concepts of assessment without any practical examples that
could be readily implemented in teaching plans. On the other hand, the
progression model is seen in the book when it provides case studies of
students applying their knowledge and skills through multiple means of
expression. There are some concerns regarding the accessibility of this
resource as it doesn't seem to offer sufficient auditory and visual
support. Conversely, the resource needs to sequence curriculums
appropriately to map out the skills and knowledge explicitly aligned to
school-wide curriculum efforts. The book does not offer procedural or
declarative knowledge. However, this book would be an excellent
supplemental resource for educators to use as a reference point for
practical examples of UDL implementation in literacy classrooms.
Explain how this
resource will
enhance or support
your curriculum
change plan. How
does this resource
relate to the
educational
philosophy that you
elaborated upon
earlier in the term?
·M
Incorporating the resource “Universal Design for Learning in the
Classroom: Practical Applications for K-12 and Beyond” will
significantly enhance my curriculum change plan because of its literacy
in learning and SEL sections. This resource offers practical examples of
implementing the UDL principles across multiple content areas
focusing on PBL and inquiry; thus, this supports a constructivist’s view
of education. Constructivists value this book’s pragmatic approach to
solving problems through student inquiry. Additionally, this book
encompasses progressive mindsets because of its student-centeredness
and new methodologies with instruction. The book proposes that
educators must learn their students’ abilities before they can effectively
TEXTBOOK AND DIGITAL RESOURCE CHART 20
teach them material. By implementing the strategies mentioned in this
book, educators can create a more inclusive learning environment,
heighten student engagement, and increase positive learning outcomes.
References
Agata, H. (2019). Considerations on the importance of building a national astronomical glossary.
International Astronomical Union. Proceedings of the International Astronomical Union,
15, 442-443. https://doi.org/10.1017/S1743921321000508.
Gronseth, S. L., & Dalton, E. M. (Eds.). (2020). Universal access through inclusive instructional
design: international perspectives on UDL. Routledge.
https://doi.org/10.4324/9780429435515.
Hall, T. E., Robinson, K. H., Gordon, D., & Rose, H. R. (2024).MUniversal Design for Learning
in the Classroom: Practical Applications for K-12 and BeyondM(Second edition.). The
Guilford Press. https://ebookcentral.proquest.com/lib /liberty/ reader. Action ?docID
=30979602.
TEXTBOOK AND DIGITAL RESOURCE CHART 21
Lavigne, C. S., Tremblay, K. A., & Binder, K. S. (2022). It’s in the Way That You Use It: How
Vocabulary Knowledge and Usage Predict Writing Quality Among Adult Basic
Education Learners. Journal of Psycholinguistic Research, 51(5), 1023-1041.
https://doi.org/10.1007/s10936-022-09877-5.
Marcus, G., & Van de Peer, S. (Eds.). (2023). Anti-racism in education: stories of growing
activism. Critical Publishing Ltd.
McArthur G, Sheehan Y, Badcock NA, Francis DA, Wang HC, Kohnen S, Banales E,
Anandakumar T, Marinus E, Castles A. (2024). Phonics training for English‐speaking
poor readers. Cochrane Database of Systematic Reviews 2018, 11.
https://doi.org/10.1002/14651858.CD009115.pub3.
New International Version. (2011). Zondervan. (Original work published in 1978)1 Corinthians
9:22, 15:12-13.
Texas Education Agency. (2022). Texas Essential Knowledge and Skills (TEKS).
https://tea.texas.gov/academics/curriculum-standards/teks/grade3teks0819.pdf
Wallwork, Adrian., & Southern, Anna. (2020). 100 tips to avoid mistakes in academic writing
and presenting. Springer. https://link.springer.com/chapter/10.1007/978-3-030-44214-
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