# Exact linear and tactile alternatives · eight original A4 aids

Each linked SVG and PDF is one A4 page. The PDFs include selectable text but are **untagged**; this complete linear version is available for reading aloud, large print, AAC or a teacher-made tactile copy. Preserve exact labels, ordering and blank-result status. Thick outlines and written words carry meaning without colour. Use broad safe raised edges or large paper regions; no tiny pieces, sharp tools, forced touch or assumption about braille/print access. A teacher-made tactile adaptation is not an accessibility certification. Physical action and real local familiarity still need observed, school-approved evidence.

| Print aid | Exact source in reading/layout order | Tactile/action equivalent and limit |
| --- | --- | --- |
| [Broad page-turn tab ideas](page-help-ideas.pdf) ([SVG](page-help-ideas.svg)) | Top says **FICTIONAL PUPPET: I want to turn one paper page.** Large **ONE BROAD BLANK PAPER PAGE** rectangle. Below, left **TOP TAB IDEA** shows a broad rectangle protruding above a page; right **SIDE TAB IDEA** shows one protruding from its left edge. Both are proposed folds. Neither has been made or tested; a real user edge-lift question remains. | Use one broad page with two adult-prepared large removable fold models placed at top/side. Child points/directs; record idea, not a page-turn outcome. |
| [Pretend help-service choice](help-service-choice.pdf) ([SVG](help-service-choice.svg)) | Flow from **ASK FIRST** at top to two branches: left **YES → HELP** and right **NO THANKS → STEP BACK**. Printed note: fictional service card, not school procedure; no real person answered or asked for help. | Four broad word cards plus a central ASK card; adult reads both paths in order. Do not infer HPE help/permission achievement or a real response. |
| [Paper table space for a page](page-space-layout.pdf) ([SVG](page-space-layout.svg)) | A large **PAPER TABLE DRAWING** contains left **PAGE SPACE**, upper-right **PENCIL SPACE**, lower-right **CLEAR EDGE**. Prompt: move the drawn pencil area and keep a page edge clear. No room or user test. | Three large raised-bordered regions; let child direct the position of a broad pencil-space card. Do not call this a real accessible room layout. |
| [Safe broad-paper page-turn trial](safe-page-turn.pdf) ([SVG](safe-page-turn.svg)) | Four large top-to-bottom steps: **1 FOLD BROAD TAB** use flat hands; **2 PLACE PAGE** away from table edge; **3 LIFT EDGE** gently if comfortable/approved; **4 TURN ONE PAGE** then look. Blank result choices: **ACTUAL RESULT: TURNED / SLIPPED / NOT TRIED**. None is selected. | Four broad tactile/word step regions. Teacher supervises actual broad paper only if safe; child may direct adult. Record who physically handled and what occurred, or NOT TRIED. |
| [Design idea/action/evidence mat](design-evidence-mat.pdf) ([SVG](design-evidence-mat.svg)) | Four broad blank fields top-to-bottom: **PURPOSE / USER**; **TWO IDEAS / CHOICE**; **REAL ACTION / RESULT OR NOT TRIED**; **NEXT CHANGE**. Bottom states plan alone does not prove making/test. | Four raised broad answer areas or four spoken/AAC prompts; adult writes only the child's chosen words and marks support separately. |
| [School-approved familiar source slot](school-source-slot.pdf) ([SVG](school-source-slot.svg)) | Blank **REAL PRODUCT / SERVICE / ENVIRONMENT** source, with educator-approved object/source, a feature the child actually saw/handled and source/date/review lines; prompts ask who chose its shape/steps, for whom and why. Leave blank without an approved real source. | Large blank source board for a school-reviewed local example, teacher observation and purpose. No real school, family, cultural or First Nations fact is supplied here. |
| [Check A fresh puppet request board](check-a-request-board.pdf) ([SVG](check-a-request-board.svg)) | Two big side-by-side fictional panels: left **PLEASE POINT**, right **I WILL LOOK FIRST**. Printed purpose: **show ONE message at a time**. Two blank broad-paper idea prompts ask for different safe ways; no puppet preference/reader result has been tested. | Two broad labelled panels; child proposes a large cover/turn arrangement without hiding source labels during reading. Hold until first Day 15 response; no real help story. |
| [Check B fresh paper stop gate](check-b-stop-gate.pdf) ([SVG](check-b-stop-gate.svg)) | New fictional brief. Top-left **LARGE FLAT RECTANGLE MARKER** with broad outlined rectangle; top-right **BROAD BLANK PAPER SHEET**. Middle paper route reads **START** on left, **END** on right, with one short slow tabletop slide. Criterion: **PURPOSE: stop the marker before END.** Blank result choices: **ACTUAL RESULT: STOPPED / CROSSED / NOT TRIED**. No gate/result is made or tested in print. | Use one school-approved large flat paper marker and broad sheet on a clear table away from edge. Adult catches if needed. Child may fold/slide/direct only if safe; keep a truthful STOPPED/CROSSED/NOT TRIED record. Hold until first Day 20 response. |

**Access and evidence:** Both fresh sources and their separate teacher key are public. A linear or tactile route preserves the design-thinking task. It does not, by itself, demonstrate that a child safely handled/made/tested a material solution or explored an actual familiar local product, service or environment.