Ask the child and use their established supports. These options change the entry, environment or making help while keeping the chosen idea available. They do not assign a permanent learning style or assume a diagnosis tells us which route will work. Neurodivergent and neurotypical children can use any route, change it or decline it. No-material routes need no additional play materials; keep the child's usual communication supports available. For a nonverbal no-print choice, offer one named idea at a time, wait for the established yes/no or selection signal, then confirm. An unclear or absent reply is not agreement. Pause or offer another entry.
| Useful adjustment | A concrete way to use it |
|---|---|
| Less language at once | On start 03, name two pretend places, wait for one clear choice, then offer one route action. Read the rest later. |
| A predictable entry | On start 10, offer the same keep/change/different/finish choices each turn. Confirm an unclear choice without removing finish. |
| A quieter setting | Use a still imaginary music room in start 05. No sound has to be played, and the story can stay private. |
| Less marking or physical handling | On start 04, let the child choose the message and direct an adult's broad mark. Record the adult's drawing help separately. |
| A no-vision route | On start 06, name the imagined objects and agreed group purposes one at a time. The child directs each placement orally, by sign or established AAC; no colour or shape discrimination needed. |
| Established communication | On start 08, use the child's familiar communication for one useful guide instruction. No unfamiliar symbol or spoken sentence is required. |
| A shorter turn | On start 01, choose just one resting patch, play one arrival if wanted, then stop. The card does not need completing later. |
| More complexity | On start 07, give two invented visitors different preferences and keep two versions. The child chooses what each one means; no compulsory explanation. |
| Movement is useful | A child can choose a comfortable gesture for a visitor while remaining in their usual safe space. No standing, range, speed, locomotion or imitation target is introduced. |
| No screen today | Use all ten complete paper/oral cards. The helper's scene can be described by an adult or replaced with the child's own idea. |
| Familiar language | A competent familiar adult can deliver start 02's invitation in the child's home language, preserving choice, rest and stop. No fluent translation is claimed by these English source files. |
The print aids are broad open spaces, with text/layout equivalents. The digital helper uses named buttons, visible selected states and immediate scene descriptions; paper and no-script routes remain meaningful. These are design provisions. Actual individual access, assistive-technology use and child engagement still need review with the people using the pack.