# Complete text and tactile routes · five original A4 aids

The same-name SVG/PDF sheets are write-on organisers. This page preserves **every teaching label, question and boundary** in a linear reading order. Colour and position never carry the only meaning. Use large print, Braille, screen reader, AAC, sign, a typed answer or labelled tactile cards as locally suitable. A supporter may move cards at the learner's direction. These are access designs, **not** tested claims of equivalent outcomes or a completed Braille edition. No real person's health status or private experience is required.

## Lens-and-language mat · Days 1–2

Title: **A health claim has a frame.** Analyse a fictional message, never a real person's health.

1. **Exact words and maker:** Who wrote the line? Which words make it absolute?
2. **Risk and resource questions:** What risk is named? What support or strength is offered? A risk question and a resource question may both matter.
3. **Dynamic and multidimensional:** What could change over time or across contexts? Do not turn a picture or a one-day report into an individual health verdict.
4. **Revise with a limit:** Name an opportunity the source actually describes; leave health status and outcome unknown.

**Tactile route:** Use four numbered raised-edge cards and labelled WORDS, MAKER, RISK, RESOURCE, CONTEXT, UNKNOWN tokens. Put ABSOLUTE LANGUAGE next to the quoted word, not beside a person. A learner directs any token movement and gives the final revision aloud, in Braille or in writing.

## Resource-and-access mat · Days 3–4, 6, 8

Title: **An offer is not the same as access.** Keep person, resource and context separate.

1. **Resource level:** Place each stated resource under PERSONAL, SOCIAL or COMMUNITY.
2. **Possible barrier:** Do hours, route, format or setting make access uncertain? Cite the source, and say *possible* unless actual use was studied.
3. **Possible enabler:** Which offered option might help? Is actual use documented?
4. **Evidence still needed:** Ask a respectful question without blaming, diagnosing or inventing a user profile.

**Tactile route:** Put the three resource-level cards in separate labelled sleeves, then place POSSIBLE BARRIER and POSSIBLE ENABLER beside the relevant exact source words. Keep a separate UNKNOWN UPTAKE card; no textured label stands alone without text/Braille/speech.

## Message-evidence mat · Days 5 and 9

Title: **Before repeating a health number.** A bold percentage needs a population, measure and source.

1. **Read the literal claim:** Who? What outcome? Which number and denominator?
2. **Ask the maker:** Who collected it? How, when and with whom?
3. **Test research quality:** Are validity, reliability, currency and missing voices addressed? A small voluntary response is not automatically representative.
4. **Bounded public line:** Say only what the stated respondents or facts support; do not generalise to everyone.

**Tactile route:** Place NUMBER and DENOMINATOR tokens on a fraction strip. Put OUTCOME, POPULATION, METHOD and DATE in separate named pockets; leave missing pockets empty and say so. Move a SUPPORTED CLAIM card only after the denominator and source boundary are stated.

## Dimension-map mat · Day 7

Title: **Five dimensions, no instant verdict.** A possible opportunity is not a measured improvement.

1. **Physical and mental:** What opportunities are described, not assumed effects?
2. **Emotional and social:** Connection and feelings may differ by person; do not force one effect.
3. **Spiritual:** Meaning or connection may be discussed without assigning a belief, religion or cultural identity.
4. **Limit the claim:** Who was asked and what outcome was actually measured? If none, say none.

**Tactile route:** Use five distinct **word-labelled** dimension cards. Put each invented programme offer near any plausible card, allowing more than one placement while verbally marking uncertainty. Keep OUTCOME NOT MEASURED as a sixth card; no dimension card diagnoses or scores anyone.

## Issue-question mat · Day 10

Title: **Turn a broad promise into a question.** Preparatory Unit 1 issue framing; no action or outcome is claimed.

1. **Specific context:** Which fictional programme, place or information route?
2. **Possible access issue:** What barrier and offered resource are actually described?
3. **Two information needs:** What should be checked before a solution is chosen, without collecting personal disclosures here?
4. **One narrow question:** Ask how access works; do not promise a wellbeing result, policy compliance or a redesign already implemented.

**Tactile route:** Set CONTEXT, POSSIBLE BARRIER, RESOURCE and TWO INFORMATION NEEDS cards left-to-right. After the learner states each source detail, put one QUESTION card at the end. Keep ACTION NOT YET TESTED outside the question row so a proposed fix is not mistaken for evidence.

**Original resource rights:** © NeuroForgeIO Pty Ltd 2026, SubjectNest, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Credit author, source, licence and changes. Embedded font rights are separate in [FONT-RIGHTS.md](FONT-RIGHTS.md).