Each SVG and PDF pair is original A4 portrait (210 × 297 mm). The SVG has a title/description; the PDF is not tagged for screen-reader reading order. Read this page or the learner cards for a dependable linear route. Do not infer a real texture, material quality, plant, maker or viewer from a diagram. For tactile access, an adult may prepare large fixed raised boundaries only with local approval, suitable hygiene and child consent. Tell the child what a raised line corresponds to; a tactile outline is still an invented art source. No-touch and no-print choices follow each exact description. No child needs to cut, glue, use small pieces or make a mark.
1 · source-choice.svg / PDF
Exact visual order: Heading “Invented form or real source?” A large upper box is labelled INVENTED FORK FORM · NOT A REAL PLANT. Inside is one vertical broad body with three rounded arms extending right, making two open notches between the arms. A lower empty box says REAL SOURCE: EMPTY and says only to fill it from a separately approved actual source. The diagram has no natural specimen or maker attribution.
Tactile/linear: Adult describes the vertical body, moves verbally from top arm to first notch, middle arm to second notch, then bottom arm. If approved, a single large fixed raised outline may present that same path and two openings. No material: Child gestures or says an invented edge change; “real source remains empty.”
2 · contour-silhouette.svg / PDF
Exact visual order: Two equal panels show the same three-arm fork form. Left CONTOUR: dark outside line and white interior. Right FILLED SILHOUETTE: Body filled solid dark with the same outer edge and two open notches. The printed page does not have a raised texture.
Tactile/linear: Read left then right and say which interior remains white. An approved fixed broad outline and solid broad shape can support comparison, with adult stating the print distinction rather than claiming tactile texture. No material: Child chooses and explains “outside line only” or “solid body” for their own imaginary image.
3 · gap-between.svg / PDF
Exact visual order: Left NARROW GAP: a tall broad rounded rectangle on the left and a tall oval on the right, close but not touching. Right WIDE GAP: the same rectangle and oval farther apart. Each has an opening between edges. Their size and shape are unchanged; only placement changes. There is no distance scale.
Tactile/linear: Describe the left and right forms and the blank space between; with approval use two large fixed forms with a narrow then a wide reachable opening. No material: Adult says “close” and “farther apart”; child directs a fictional move and states which gap supports their art idea.
4 · layer-order.svg / PDF
Exact visual order: Two panels use an oval CURVED PIECE and a four-sided slanted ANGLED PIECE. In the left panel, CURVED IN FRONT, part of the angled edge is hidden by the oval. In the right panel, ANGLED IN FRONT, part of the curved edge is hidden by the angled piece. These are drawn overlaps, not actual attached layers.
Tactile/linear: Name the covered edge in each panel; an adult may overlap two large approved fixed shapes in that order. Child need not touch. No material: Say which edge should disappear in a child-selected picture; an adult can scribe “plan only.”
5 · material-choice.svg / PDF
Exact visual order: Two equal panels are labelled BROAD PAPER and BROAD CARD. Each contains an equal-size unfilled rectangular placeholder labelled possible large art layer. A lower box says ACTUAL PROPERTIES: UNKNOWN until an adult-approved real inspection, if any. The diagrams do not distinguish thickness, strength, bend, feel or colour of real samples.
Tactile/linear: Read the two candidate names and the unknown statement, without offering an unapproved sample. No material: Child proposes one candidate for a visual reason and asks what a real approved inspection would need to check.
6 · artwork-record.svg / PDF
Exact visual order: Four wide blank boxes in sequence: MY IDEA / INTENDED VIEWER (“What would you like someone to notice?”); TWO VISUAL OPTIONS / CHOICE (“Which edge, filled area, gap or front piece changed?”); ACTUAL MAKER / MATERIAL ROUTE (“Who really drew or placed? Or PLAN ONLY?”); WILLING VIEWER / NEXT QUESTION (“Who actually saw it? Or NOT SHARED?”). No answer is prefilled.
Tactile/linear: Read one heading at a time; adult makes a private exact scribe note if the child chooses. No material: Child communicates the four fields by AAC, sign, speech or pointing; a blank/unknown field stays blank/unknown.
7 · check-k-paper-fan.svg / PDF
Exact visual order: Heading FRESH CHECK K · INVENTED PAPER FAN FORM. The source is one low broad curved base with four broad rays rising from it, leaving one middle open wedge between the two middle rays. There is no colour fill in the source. Below are two blank wide spaces labelled IDEA 1 and IDEA 2. The child supplies treatments and choice; the page gives none.
Tactile/linear: Read the exact held source from Check K and identify blank response spaces only. An approved large fixed outline may show four rays and the central wedge. No material: Child gives two treatments, one chosen effect and opening location by speech/AAC/sign; adult records exactly, without a solution hint.
8 · check-l-robot-postcard.svg / PDF
Exact visual order: Heading FRESH CHECK L · TWO SEPARATE PIECES. A large outlined ROUND HEAD appears left and an outlined STEP-SHAPED TOOL right. They do not touch or overlap. No front order, material or actual machine property is supplied. Below are two blank wide spaces labelled IDEA 1 and IDEA 2.
Tactile/linear: Read the exact held source from Check L. If approved, present two large fixed safe outline shapes separately and no suggested order. No material: Child directs two arrangements/relations, chooses one and states actual process status or PLAN ONLY; adult transcribes without moving anything.
Print and access limits: All eight aids have SVG <title> and <desc>, live selectable vector text and matching PDFs. Text alternatives are part of the lesson route, not optional accessibility afterthoughts. A local educator should print one actual page on their school's equipment, confirm contrast/size and check any tactile preparation with the learner and support team before class. No classroom trial is claimed here.