Every SVG/PDF pair is A4 portrait, 210 × 297 mm. SVG pages include <title> and <desc>; PDFs contain selectable vector text but are not tagged for a dependable screen-reader order. Read this linear page or the learner cards aloud. No information depends on colour. Tactile suggestions use large fixed raised boundaries only with school approval and learner consent; an adult describes what each line represents. A no-touch, no-print, no-screen response is always possible. These diagrams are invented art prompts, not official signs, real material tests, cultural works or observed viewer responses.
1 · unknown-cue.svg / PDF
Exact order: Heading “A card with unknown meaning.” A large pale box is labelled FICTIONAL PAPER PLANET SHELF. A centred white card shows one dark outlined LOOP above one outlined SQUARE. Text says LOOP above SQUARE and “Made-up card · no real sign or instruction.” Beneath, a separate box says MEANING UNKNOWN, asks what is seen and what a maker would need to tell us, and says not to guess a school safety rule.
Tactile: Adult may make one broad fixed loop and square, naming which is above; the card's meaning remains unknown. No material: Adult reads “loop above square, meaning unknown”; child chooses which visible part to describe first and one question for a fictional maker.
2 · two-panel-path.svg / PDF
Exact order: Two layouts of the same two blank panels. Upper ACROSS: blank NOTICE panel left, blank ASK panel right, arrow pointing right between them. Lower DOWN: blank NOTICE panel above blank ASK panel, arrow pointing down. Nothing inside either panel tells a story or proves viewer understanding.
Tactile: If approved, use two broad fixed empty rectangles across, then stacked; adult names the intended direction. No material: Child directs “first NOTICE, second ASK” across or down and chooses whether a linking cue would help their own image.
3 · sequence-repeat.svg / PDF
Exact order: Upper STORY CHANGE shows an invented OPEN BOX at left and CLOSED BOX at right, joined by a right arrow. Lower REPEAT: ARCH, BAR | ARCH, BAR shows an outlined arch, solid short horizontal bar, dividing line, then the same arch and bar. One fictional box state changes once; one ordered mark group returns.
Tactile: Adult may offer large fixed box outline/lid states and arch/bar marks, describing the one-time change versus repeated pair. No material: Read “open box, closed box” then “arch, bar; arch, bar”; child identifies which comes back as a whole group.
4 · visual-unit.svg / PDF
Exact order: The top reads ONE UNIT: ARCH THEN BAR. Three broad separate boxes read UNIT 1, UNIT 2, UNIT 3. Each contains one outlined ARCH on the left and one solid short BAR on the right, with words below. The lower note says the two-mark order returns three times, spaces BETWEEN whole units are an art choice, and points to one complete unit rather than only the last mark.
Tactile: Three adult-approved fixed large unit boundaries can each hold an arch/bar pair; do not use small loose pieces. No material: Child says or directs “arch then bar” three times and chooses a close or wide pause between pairs for their intended visual feel.
5 · quiet-transfer.svg / PDF
Exact order: Three broad stages: 1 VISUAL MARKS says ARCH then BAR and shows the two marks; 2 QUIET CUES says HAND UP then STILL with a simple up arrow and short horizontal line; 3 RETURN TO MARKS says ARCH then BAR and shows the original marks again. It is one invented optional mapping; another safe/no-move route may be chosen.
Tactile: An adult may trace fixed arch/bar boundaries and verbally map them to child-selected safe actions; the arrow does not require a particular body movement. No material: Child names two AAC/word cues or directs an adult, then says the returning mark order. No sound, performance or touch is required.
6 · art-viewer-record.svg / PDF
Exact order: Four wide blank boxes: MY IMAGE IDEA / FIRST VIEW (“What should someone notice first?”); TWO OPTIONS / ONE CHANGE (“What stayed, changed or returned?”); ACTUAL MAKER / SUPPORT (“Who really marked/moved? Or PLAN ONLY?”); ACTUAL WILLING VIEWER (“Who truly saw it? Response or NOT SHARED?”). Nothing is prefilled.
Tactile: Read fields one at a time; an adult can make an exact school-controlled scribe note. No material: Child answers only the relevant fields via sign/AAC/eye gaze/words. Leave unknown/unevidenced actions blank or marked PLAN ONLY/NOT SHARED.
7 · check-m-shelf-card.svg / PDF
Exact order: Heading FRESH CHECK M · FICTIONAL CARD. The caption says TEARDROP left of OPEN BRACKET. An outlined teardrop sits to the left of an open bracket, a three-sided shape open on its right. The status is MEANING UNKNOWN. Below are two blank IDEA areas, each with two blank inner panels. No scene, answer, viewer route or sign meaning is drawn inside them.
Tactile: Read Check M exactly. An approved fixed large outline may show the two separate marks, and two broad empty panel pairs may be presented; no route is suggested. No material: Child communicates two two-panel plans, a selected path, same/changed detail and unknown meaning; adult records without hinting.
8 · check-n-path-strip.svg / PDF
Exact order: Heading FRESH CHECK N · TWO NEW MARKS. Left is an outlined angular BENT LINE, drawn like two straight segments meeting at a high point; right is a solid SMALL BLOCK. They are separate. Below is an empty MY TWO-MARK UNIT line, then empty IDEA 1 and IDEA 2 strip spaces. No order, full unit or viewer effect is supplied. There is no physical wire.
Tactile: Read Check N exactly; use only approved broad fixed large representations. No material: Child names or signs two mark orders, repeats each whole chosen unit, changes a grouping choice and states intention; adult logs actual handler or PLAN ONLY.
Practical limits: The PDF pairs are not tagged and the tactile route has not been reviewed by an accessibility user. An educator should print one actual page on local equipment, confirm size/contrast, and agree any tactile preparation with the child and support team. A browser or print view alone does not prove a child's comprehension or sharing.