All aids are original A4 210 × 297 mm SVGs with matching selectable-text PDFs. Their <title> and <desc> identify the reading order. Full words and numbering carry meaning without colour. Print at actual A4 size; learners can write, point, dictate or direct another person to move the word strips. To make a tactile version, print/cut the full-word rows, place them in numbered order on plain card and use one raised/embossed line between levels if helpful. Read the words aloud or supply them in accessible digital text. The tactile route is a printable arrangement, not a specialist-tested tactile diagram.
Model boundary mat · PDF
Read top to bottom: 1 stated in drawing: plasma membrane and ribosomes are labelled in an incomplete sketch. 2 supported interpretation: the sketch represents a cell; both broad organisation patterns remain possible. 3 not settled: a nucleus is not shown, which does not prove it biologically absent. 4 better next question: is the inventory complete for this comparison? If not, obtain more information. Tactile route: four numbered full-word cards stacked in order, one finger-width gap; keep the sketch's “INCOMPLETE” label attached.
Cell comparison mat · PDF
Three columns: feature | Pond bacterium model | Leaf mesophyll model. Seven rows in order: plasma membrane | stated | stated; cytoplasm | stated | stated; DNA | nucleoid region | nucleus stated; ribosomes | stated | stated; nucleus | stated absent | stated present; mitochondria | stated absent | stated present; chloroplasts | not inventoried | stated present. Bottom caution: DNA location and an explicitly stated nucleus distinguish these models; blank space in an incomplete sketch cannot classify it. Tactile route: three labelled column cards plus seven full-word feature strips; point to each cell in reading order. “Not inventoried” is not “absent.”
Nine organelle jobs · PDF
Read nine numbered rows: 1 nucleus — contains most DNA in a typical eukaryotic cell; 2 ribosome — assembles protein and is not membrane-bound; 3 mitochondrion — supports aerobic respiration and ATP supply; 4 rough ER — makes/processes many proteins for export or membrane; 5 smooth ER — lipid synthesis, with no attached surface ribosomes; 6 Golgi apparatus — modifies, sorts and packages many ER products; 7 lysosome — breakdown/recycling in many animal-cell models; 8 vacuole — large central plant version helps water balance; 9 chloroplast — photosynthesis in photosynthetic plant cells. Bottom example route for some secreted proteins: ribosome → rough ER → Golgi → out. Tactile route: cut nine full-word number/name/job strips; sort into named roles, leaving all qualifiers on their strips.
Cell to system staircase · PDF
Four levels top to bottom, with each arrow meaning contributes to. 1 CELL: intestinal epithelial cell / cardiac muscle cell. 2 TISSUE: epithelial tissue / cardiac muscle tissue. 3 ORGAN: small intestine / heart. 4 SYSTEM: digestive system / circulatory system. Organs contain several tissues; arrows do not mean “only.” Tactile route: two separate sets of four full-word numbered cards. Stack each in level order with a raised line or a spoken “contributes to” between levels. Never rely on the arrow symbol alone.
Use the underlying teaching model cards for boundaries and the licence ledger for rights. The short print wording is an aid, not a complete biological account.