# Exact linear and tactile alternatives · eight original A4 aids

Every linked aid has a one-page A4 SVG and PDF. The PDFs have selectable text but are **untagged**. Labels, position and thick outlines carry meaning; colour is optional. The teacher can enlarge, read aloud, use AAC or make a tactile copy with broad raised edges and safe large paper pieces. A tactile copy must preserve the **exact words and order** below. These adaptations are design routes, not an accessibility certification. Avoid tiny parts, sharp tools, adhesives and forced handling. A print or drawing cannot prove a real material trial or familiar local-source observation.

| Print aid | Exact linear source and layout | Low-vision/tactile/action route |
| --- | --- | --- |
| [Three fictional designed helpers](fictional-design-helpers.pdf) ([SVG](fictional-design-helpers.svg)) | Top-to-bottom: **PRODUCT · PAPER NOTICE STAND** with a wide base and upright face; printed human choice “wide base”, intended purpose “show a notice”. **SERVICE PROMPT · RETURN DESK CARD** with left step **1 PUT LARGE CARD HERE**, right step **2 TAKE A BLANK CARD**; human choice is two steps in this printed order. **ENVIRONMENT · CLEAR TABLE PATH** with left WORK 1, middle CLEAR PATH, right WORK 2; human choice is to leave a middle paper route. FICTIONAL SOURCE; no real school result. | Three separate large labelled regions. Read product, service, environment in order; move only broad paper cards as directed. No actual user benefit is known. |
| [Two untested display ideas](two-display-ideas.pdf) ([SVG](two-display-ideas.svg)) | Purpose: show one large neutral mark to a pretend reader. Left **IDEA FLAT** is a large-mark rectangle lying on a drawn table line; “Reader view not tested.” Right **IDEA FOLD** is a broad tent-fold outline; “Stability not tested”; mark could go on one face. Lower blank area invites a third safe paper idea. Neither idea has a result printed. | Use two broad pieces to model FLAT and FOLD as proposals, or direct an adult. Do not report standing/view as fact until an actual approved test. |
| [Safe broad-paper fold and trial](safe-fold-trial.pdf) ([SVG](safe-fold-trial.svg)) | Three large stacked steps: **1 FOLD** — use flat hands on broad paper; **2 PLACE** — put paper on a clear tabletop; **3 LET GO** — count to three, look at result. Bottom blank record reads **ACTUAL RESULT: STOOD / FELL / SAGGED / NOT TRIED** and says to circle only after a safe real try, or mark NOT TRIED. | Use broad raised-bordered step cards, read in order. A child may control an adult's moves; record independent physical handling separately. No result is pre-selected. |
| [Design plan/action/result mat](design-evidence-mat.pdf) ([SVG](design-evidence-mat.svg)) | Four broad top-to-bottom blank fields: **PURPOSE AND USER**; **TWO IDEAS / MY CHOICE**; **ACTUAL SAFE ACTION AND RESULT**; **NEXT CHANGE OR QUESTION**. Bottom note says adult cue and child physical handling are recorded separately. | Four large raised regions; use spoken/AAC response or adult scribe of the child's exact directions. Keep predicted and actual results in different words. |
| [School-selected real source slot](school-context-card.pdf) ([SVG](school-context-card.svg)) | Large blank field headed **APPROVED REAL PRODUCT / SERVICE / ENVIRONMENT**. Prompts: educator-supplied name or description; what child actually saw/handled; source/date/local review. Bottom prompts: who made/arranged it, for whom, what purpose, which actual feature seen. Leave blank if no approved real source. | Educator reads/records only a school-approved source. A blank card is an explicit hold; do not invent a local object, community story or child observation. |
| [Two ideas/choice/honest result cards](two-ideas-choice-cards.pdf) ([SVG](two-ideas-choice-cards.svg)) | Four blank large prompts top-to-bottom: **IDEA 1** what broad shape or step; **IDEA 2** what different shape or step; **I CHOOSE** which and why for purpose; **I OBSERVED / NOT TRIED** what the material actually did. | Cut only by an adult if separate cards are needed; otherwise use one large page. Child points, speaks, signs, uses AAC or directs a scribe. |
| [Check A fresh paper route](check-a-fresh-route.pdf) ([SVG](check-a-fresh-route.svg)) | New **FICTIONAL PAPER ART TABLE**, not a real room. Three left-to-right large rectangles: **LEFT PAPER WORK SPACE**, **CLEAR PAPER ROUTE**, **RIGHT PAPER WORK SPACE**. Printed purpose: let pretend makers see the middle route. Two blank idea prompts ask for different broad paper shapes/placements; no material outcome is supplied. | Use three wide tactile zones in this order. Keep the middle drawn route clear in any proposed layout. Do not infer real passability or accessibility from paper. Hold the source until Check A's first response. |
| [Check B fresh paper carrier](check-b-fresh-carrier.pdf) ([SVG](check-b-fresh-carrier.svg)) | New fictional brief. Left: **ONE LARGE CIRCLE CARD** with original broad circle outline. Right: **ONE BROAD PAPER SHEET** with blank rectangle. Below: purpose carry the large card on broad paper; criterion **TRIAL: one short slow slide on a clear tabletop**; question “DID CARD STAY ON? STAYED / SLIPPED / NOT TRIED”. No result has been tested or pre-selected. | Use one approved large raised circle card and one broad paper sheet on a clear table. Slide along the table only if approved; an adult may assist or follow child direction. Record actual action/result, including NOT TRIED. Hold the source until Check B's first response. |

**Source and outcome boundary:** Check A and B are public formative materials with a separate public key. Full text above is an access equivalent and is likewise public. The three non-check sources are invented. A teacher must separately approve any real familiar source and observe any actual safe material action before claiming that part of the ACARA description.