# Thirty switchable same-goal access routes

These are options, not permanent learning-style categories. Offer all three to everyone, combine/change them and follow the child's established communication. Same exact source, question and evidence goal in each route; no extra answer hints. Speech, home language, sign, AAC, point, gaze, yes/no or dictation can show reasoning; record child choice and exact adult assistance. Do not label ability/identity/preference from a route. Supplied translations need fluent human/local review; never machine-translate First Nations language.

Use P sources or the approved R source for the day; no fiction in actual record. Tactile/no-touch descriptions preserve every feature, source/view label and hidden-area boundary; touching, folding, walking, drawing and number reading are not assessed. Adult pre-makes broad pieces and follows child instructions. Actual direct versus described observation limits stay visible. Fresh-check copies are held until designated day; demonstrate blank unrelated mechanisms only, no worked sources before first answers.

| Day | Route 1 · print/place | Route 2 · hear/say/show | Route 3 · broad/tactile/direct |
| --- | --- | --- | --- |
| 161 | Point to source-backed visible feature and screen/view limit; place a large cue on first guide window and add source/question tab. | Hear exact view/source description in parts; dictate what is visible, what stays hidden and one useful question. | Use approved raised broad scene/frame or exact no-touch reading; direct adult first-window placement/source label without touching. |
| 162 | Place separate spot/source tabs on two windows; compare one supported visible feature and leave movement/growth open. | Hear exact two views with source/point names; speak/sign/AAC/dictate a bounded comparison or actual second-view gap. | Direct adult broad screen/feature placement from each supplied view; show matching/view-limit cues by established communication; no real property movement. |
| 163 | Attach named/source-ID reason flap to a source feature; point to whose reason and choose an other-source question. | Hear willing/approved exact personal account; dictate attribution and short place account without forced own disclosure. | Direct broad reason/feature/source tabs or use raised markers; choose whose account through gaze/point/AAC and an open perspective question. |
| 164 | Make two separate own-reason pockets or gap card; add care/source/ask-first tab from exact procedure. | Hear each named account and care step separately; say/sign/AAC how reasons coexist and what care source requests. | Adult follows child directions for broad named flaps and care cue; exact no-touch descriptions preserve different sources and blank action field. |
| 165 | Use neutral held fresh sources to build two blank windows and answer prompts with source tabs/pictures/words; no worked guide. | Hear fresh sources in parts, give first reasoning via speech/sign/AAC/dictation and name source/help. | Adult follows fresh child-directed broad placements or exact no-touch readings; key stays closed and no answer-selection cues are added. |
| 166 | Assemble source windows/reason/care tabs into adult-folded guide or flat panels; attach PLAN/permission question. | Dictate a usable four-panel guide from exact source parts; name each source and approval still needed. | Direct adult arrangement of four broad panels/raised source tabs; folding unnecessary; first artifact/plan/help recorded separately. |
| 167 | Represent reported model before/after with broad page/cover; keep source scope flap and revise one guide cue against care source. | Hear exact report or permitted actual single rehearsal/check; explain scope, missing real result and one sourced correction/check gap. | Direct broad cover/page illustration or exact no-touch sequence; use separate report/rehearsal/place fields and source-checked revision tabs. |
| 168 | Use paper model or approved actual guide/task; point to sourced care step and dictate actual actor/action/time/help or not done. | Direct permitted task/cue making through speech/sign/AAC or explain care without action; scribe keeps adult/child work separate. | Child directs adult broad-piece or approved guide placement, or chooses no-touch explanation; exact permission and action status remain explicit. |
| 169 | Arrange/use source-labelled guide at model or approved view with willing private reader; capture exact response/pass and one permitted edit. | Lead a seated/described guided look in speech/sign/AAC/dictation; tell sources/reasons/care, ask reader to show used part, log scope. | Direct adult guide/window arrangement using raised labels or exact no-touch readings; established communication selects source/question/edit without walking. |
| 170 | Give first answers to held new sources using blank windows/source tabs and fresh guide proposal; ordinary models absent. | Hear new views/accounts/report in short parts; respond through speech/sign/AAC/dictation with exact first-answer support logged. | Direct fresh broad scene panels or choose via established gaze/yes-no with neutral exact description; no key or worked fresh hints before capture. |