# Thirty switchable same-target participation routes

Offer all three routes each day without assigning one by diagnosis, language, or assumed ability. They preserve the **musical planning** target while differing in output and sensory demand. AAC, broad high-contrast cards, a tactile straightedge, an adult reader/scribe and a child-directed adult are available. Do not force hand-over-hand motion. Sound routes require local approval, comfortable volume and the child's consent. A paper route cannot show hearing, timed pulse control or sound production, and an adult-played score does not prove the child played it. Record which event actually occurred.

| Day | Optional locally approved sound or timed route | Broad-card/tactile planning route | Drawing, AAC or directed-adult planning route |
| --- | --- | --- | --- |
| 11 | Direct or make four gently timed equal-interval events, then identify four beat places. | Place four raised X cards on four equal numbered cells and trace a steady intended order. | Draw four equal boxes or direct an adult to mark X in 1–4; state a fictional purpose. |
| 12 | If wanted, demonstrate four soft beats with an observed first-beat emphasis, then name the single accent. | Keep four X cards and put one broad raised star at 1. | Use AAC “first stands out” or draw one outlined star above count 1, keeping four X. |
| 13 | Compare two approved four-beat examples at distinct comfortable tempi, identifying four beats in each. | Keep four X in each row and choose long versus short raised gap strips for slow/quick plans. | Point to SLOW/QUICK labels or direct an adult's pointer at two different regular paces; state that both rows keep four. |
| 14 | If sound is chosen, direct a quiet start versus finish emphasis and describe what was actually heard. | Move one raised star from 1 to 4 while all X stay. | Draw both four-X rows with one star each, or use AAC “start/finish”; name unchanged pulse. |
| 15 | After independently marking I, optionally realise the chosen accent for an observing adult. | Read I with broad X/star markers and relocate only the star under the new brief. | Point, AAC, draw or direct a neutral scribe to record the first I plan and reason. |
| 16 | If chosen, one adult or child may produce a four-beat pulse and one third-place answer while timing is observed. | Build aligned PULSE X X X X / ANSWER – – X – with large tactile cards. | Draw two four-cell rows or direct an adult to fill count 3 below; identify four-versus-one events. |
| 17 | Compare an optional answer at count 3 versus 4 against a constant quiet four-beat pulse. | Slide one raised answer X from column 3 to 4, keeping the upper four X. | Use AAC “later by one place” or draw two aligned rows and explain one-answer count. |
| 18 | Child may direct a safe sound source to realise their authored answer timing; note who actually sounded. | Put one answer X in any chosen column below four tactile pulse X; fill other answer places with rests. | Draw or dictate an original two-row score; name the chosen answer count and musical intention. |
| 19 | Share an original quiet score sound with a willing person only if child chooses; note actual medium. | Show the original two-role paper score to a willing person and point to the chosen answer. | Use AAC or a neutral adult presenter to show the child's score to a willing person; puppet rehearsal or pass remains valid. |
| 20 | After independent J response, optional observed sounding of the two-role plan can add separate evidence. | Use eight broad aligned cells to place pulse and one answer under J's constraint. | Mark J by drawing, AAC, pointing or directing a neutral scribe; give the answer count and reason. |

All routes permit a child to stop, pause, pass or change their mind. Only actual educator-observed listening, sound-making, coordination or actual willing-audience sharing can support those specific claims; a route name alone cannot.