Children choose a route without a diagnosis or explanation. Each route keeps the same visible choice and reason target. Broad fixed cards, high contrast names, raised outlines, AAC and a neutral child-directed adult reduce tool and sensory demands; a paper plan does not prove drawing, cutting, painting, texture perception or visual acuity. Ask consent for any tactile contact and display. No camera, compulsory messy material or public show.
| Day | Optional art-making route | Large/raised paper route | AAC, drawing or child-directed adult route |
|---|---|---|---|
| 1 | Draw straight or curved line between the same two dots; indicate purpose. | Select one of two raised broad path cards between fixed endpoints. | Use AAC “straight/curve” or direct an adult to draw the chosen route and record why. |
| 2 | Draw thin and thick horizontal lines with the same endpoints; choose a width. | Overlay narrow/broad fixed strips and point to held endpoints. | Mark chosen width on a copy or direct an adult's strip; state intended emphasis. |
| 3 | Draw circle left or right of a fixed square for a paper scene. | Position a large circle card in a left/right raised cell beside fixed square. | AAC left/right or direct adult placement; identify moved shape and purpose. |
| 4 | Draw broken-back outline or layer broad paper cutouts to show front shape. | Stack large opaque circle/square cards; trace continuous front edge if wanted. | Direct adult layering and name the front shape via AAC; no touch needed. |
| 5 | Independently redraw G with one curved line while top line stays straight. | Select one raised straight/curved card for G's bottom row without a hint. | Point, draw or direct a neutral adult to mark G's changed line and reason. |
| 6 | Draw four tiles as repeat or one-tile contrast. | Place fixed broad CIRCLE, SQUARE and TRIANGLE cards on four raised cells. | AAC “same/change” or direct adult tile placement; mark tile 3 if changed. |
| 7 | Draw plain and striped interiors in same square position, then choose. | Select named plain/raised-striped large square; tactile contact is optional. | AAC plain/striped or direct adult marks, preserving square outline/position. |
| 8 | Draw original relation or opt into a locally safe broad-card collage. | Arrange fixed circle/square with named left/right and layer order. | Direct adult/draw/AAC the same relation and purpose; do not infer tool skill. |
| 9 | Share original image with a willing person if the child chooses. | Show a broad/raised original arrangement to a willing person and name one choice. | AAC/adult-directed presentation to willing person; puppet rehearsal or pass also accepted. |
| 10 | Independently draw H's revised four tiles and optional willing-audience share. | Arrange H in four raised cells and change one second-pair shape. | AAC, mark or direct adult to record tile change/reason; log real sharing separately. |
An adult can describe a visual prompt exactly, but that route does not demonstrate visual observation of a real artwork. Later access to actual works and media processes is planned separately for broader curriculum evidence.