Every original A4 SVG has a title and description. Converted PDFs contain selectable text but are untagged; use this file as the full linear screen-reader/read-aloud source. Shapes and colours are never the only cues. School-approved broad raised outlines, full-size word cards, spoken description, sign, AAC or adult direction can make a tactile/no-print route; no child must touch materials. A paper diagram has no gate/result for actual material fit, child making, viewer response or permission.
ten-card-brief.svg / ten-card-brief.pdf
Title: “Ten-card pretend brief.” Top: PRETEND CURATOR · ten loose picture-card ideas. Inside a large field are ten separate invented card drawings, loosely and irregularly arranged, labelled in exact reading order CARD 1, CARD 2, CARD 3, CARD 4, CARD 5, CARD 6, CARD 7, CARD 8, CARD 9, CARD 10. Each contains the same plain circle icon; the words/numbers carry identity and no cultural motif is claimed. Bottom asks: “Design a place for each large card. Where is the first?” It says no board, user or real placement is supplied. Tactile/no-print: adult states ten fictional cards and reads each label in order; child describes or directs ten intended broad places. Adult may supply the count; this is Design work, not a number test.
board-ideas.svg / board-ideas.pdf
Title: “Two ten-place board ideas.” Top: TWO A4 PLANS · not physical card-size templates. First proposal ONE LONG ROW shows ten small schematic slots numbered 1–10 in one row. Second TWO ROWS OF FIVE shows five schematic slots 1–5 above five slots 6–10. Bottom asks which might suit a named table/user and says neither has been tried. Tactile/no-print: read “one long row of ten” then “two rows of five”; child describes a possible user/table advantage and one thing a real-size material check would need to find out. Do not use the A4 slots as actual palm-sized card fit evidence.
safe-board-steps.svg / safe-board-steps.pdf
Title: “Safe ten-board steps.” Four large boxes in order: 1 ADULT CHECKS — broad clean material, clear table, no tiny parts; 2 MARK TEN PLACES — child if willing/approved, or adult on direction; 3 PLACE BROAD CARDS — use actual suitable card size and note the handler; 4 ASK AND RECORD — only a real try gives a fit/user result. Bottom options are FIT / OVERLAP / NOT TRIED, none selected. Tactile/no-print: adult reads steps one by one or presents full-size step words; child directs their order and names a stop reason. Do not infer a trial from the printed steps.
design-record.svg / design-record.pdf
Title: “Picture-board design record.” Four blank fields top to bottom: USER / PURPOSE — what should the picture-board help someone do?; TWO IDEAS / CHOICE — how are two layouts different, why choose one?; MAKER / CARD RESULT — who marked/placed, FIT, OVERLAP or NOT TRIED?; VIEWER / NEXT QUESTION — what did a real person do and what needs checking? No answer is prefilled. Tactile/no-print: teacher asks the four questions in this order and records child's exact words, support, physical actor and actual result separately.
shared-board-brief.svg / shared-board-brief.pdf
Title: “Shared-board practice brief.” Top: PRACTICE ONLY · no one has shared this board. Five broad word strips in order: ONE BOARD, TEN PRETEND PICTURE CARDS, TWO PRETEND USERS, CARD HOME · empty, READY / IN USE · not selected. Bottom asks where a person might put CARD HOME and the cue; it says a label is a design idea, not permission, and no material/viewer/social result is supplied. No board arrangement is shown. Tactile/no-print: read the five facts in sequence; child states or directs two possible placements for a broad card-home area and use cue without requiring social enactment.
local-source-slot.svg / local-source-slot.pdf
Title: “Local familiar-source slot.” It says leave blank without an approved real familiar source. Four blank fields: REAL PRODUCT / SERVICE / PLACE — what actual familiar designed thing was shown?; SOURCE / DATE / PERMISSION — who chose it, where/when, may it be used?; CHILD-SEEN FEATURE — what person-made part did the child notice?; PURPOSE QUESTION — how might it help someone? Tactile/no-print: teacher asks only after local approval and actual observation; otherwise leave the form blank. No local/cultural source is invented.
check-a-library-returns.svg / check-a-library-returns.pdf
Title: “Check A: Library Return Board.” Top: FRESH CHECK A · pretend library return pictures. An invented set of TEN UNPLACED PICTURE CARDS · A to J appears as a name list, not a board arrangement, in reading order: BOOK A, BOOK B, BOOK C, BOOK D, BOOK E, BOOK F, BOOK G, BOOK H, BOOK I, BOOK J. No spaces or grouping are drawn for them. Below, two equal blank design spaces read IDEA ONE and IDEA TWO; the sheet asks for two board ideas and a choice for a pretend user. Bottom states no card fit or librarian response is supplied. Tactile/no-print: adult reads source labels and prompt; child dictates or directs two broad arrangement ideas without being shown a solution before first response.
check-b-shared-art-station.svg / check-b-shared-art-station.pdf
Title: “Check B: Shared Art Station.” Top: FRESH CHECK B · pretend shared art station. Source words in order: ONE BOARD · TEN ABSTRACT-SHAPE CARDS, TWO PRETEND ARTISTS, CARD HOME · empty, READY / IN USE · not selected. It asks for two shared-board ideas and a choice. Two blank equal design spaces are IDEA ONE and IDEA TWO. Bottom has unselected FIT / OVERLAP / NOT TRIED. Tactile/no-print: adult reads these exact source facts in order; child describes two layouts, safe steps and unknown result if no real approved placement occurred. No user, fit or permission outcome is prefilled.