# Exact source text, linear order and tactile / no-print routes

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.svg) / [ten-card-brief.pdf](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.svg) / [board-ideas.pdf](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.svg) / [safe-board-steps.pdf](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.svg) / [design-record.pdf](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.svg) / [shared-board-brief.pdf](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.svg) / [local-source-slot.pdf](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.svg) / [check-a-library-returns.pdf](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.svg) / [check-b-shared-art-station.pdf](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.