Dyslexia & Reading Differences
My Brilliant Brain
Recognize advanced thinking separately from the effort of reading print.
Students · K–2 / 3–5 / 6–8
4 Letter pages · PDF + editable digital text
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Twice-Exceptional Students (2e)
Extraordinary Strengths. Unique Challenges. Unlimited Possibilities.
Twice-exceptional students may demonstrate advanced reasoning, creativity, problem-solving, or academic ability while also requiring support with reading, writing, attention, communication, sensory processing, executive functioning, or emotional regulation.
At #smithingifted, we believe gifted instruction and individualized support belong together.
Explore free printable activities designed to help students understand themselves, build independence, communicate their needs, and thrive.
Recognize the Strengths. Understand the Challenges. Remove the Barriers. Empower the Learner.
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60 student activities · 28 teacher tools · 10 family resources
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Dyslexia & Reading Differences
Reading My Way
Try reading-access options and choose one that preserves comprehension and challenge.
Students · K–2 / 3–5 / 6–8
4 Letter pages · PDF + editable digital text
Dyslexia & Reading Differences
Show What I Know
Choose an accessible way to demonstrate comprehension with evidence.
Students · K–2 / 3–5 / 6–8
4 Letter pages · PDF + editable digital text
Dysgraphia & Written Expression
My Ideas Are Bigger Than My Pencil
Separate advanced idea development from handwriting and transcription demands.
Students · K–2 / 3–5 / 6–8
4 Letter pages · PDF + editable digital text
Dysgraphia & Written Expression
Brainstorm Before Writing
Organize ideas before spending effort on transcription.
Students · K–2 / 3–5 / 6–8
4 Letter pages · PDF + editable digital text
Dysgraphia & Written Expression
Choose Your Writing Tool
Compare expression tools and request a tool suited to a learning goal.
Students · K–2 / 3–5 / 6–8
4 Letter pages · PDF + editable digital text
Autism & Neurodivergent Learning Profiles
This Is How My Brain Works
Describe interests, strengths and learning preferences without pressure to conform.
Students · K–2 / 3–5 / 6–8
4 Letter pages · PDF + editable digital text
Autism & Neurodivergent Learning Profiles
My Predictable Day
Create a flexible first/next/then schedule with a clear change plan.
Students · K–2 / 3–5 / 6–8
4 Letter pages · PDF + editable digital text
Autism & Neurodivergent Learning Profiles
My Communication Choices
Select comfortable ways to request clarification, time and participation options.
Students · K–2 / 3–5 / 6–8
4 Letter pages · PDF + editable digital text
Deaf & Hard-of-Hearing Students
How I Communicate Best
Identify communication access preferences without assuming one method fits everyone.
Students · K–2 / 3–5 / 6–8
4 Letter pages · PDF + editable digital text
Deaf & Hard-of-Hearing Students
My Classroom Communication Plan
Request access to directions, media and discussion in an advanced-learning classroom.
Students · K–2 / 3–5 / 6–8
4 Letter pages · PDF + editable digital text
Deaf & Hard-of-Hearing Students
Visual Learning Challenge
Use complete written information to solve and explain a sequencing puzzle without audio.
Students · K–2 / 3–5 / 6–8
4 Letter pages · PDF + editable digital text
Blind & Low-Vision Students
My Accessible Learning Toolkit
Choose individualized tools for reading, creating and reasoning.
Students · K–2 / 3–5 / 6–8
4 Letter pages · PDF + editable digital text
Blind & Low-Vision Students
Describe It, Build It, Explain It
Reason about spatial relationships using accessible descriptions and manipulatives.
Students · K–2 / 3–5 / 6–8
4 Letter pages · PDF + editable digital text
Blind & Low-Vision Students
My Learning Access Plan
Communicate material and environmental access needs while retaining challenging goals.
Students · K–2 / 3–5 / 6–8
4 Letter pages · PDF + editable digital text
ADHD & Executive Functioning
Mission: Get Started!
Turn a challenging assignment into an accessible first action.
Students · K–2 / 3–5 / 6–8
4 Letter pages · PDF + editable digital text
ADHD & Executive Functioning
My Focus Formula
Experiment with attention supports using personal evidence rather than judgments.
Students · K–2 / 3–5 / 6–8
4 Letter pages · PDF + editable digital text
ADHD & Executive Functioning
Plan It. Do It. Check It.
Use a visible planning loop with realistic checkpoints and flexible revision.
Students · K–2 / 3–5 / 6–8
4 Letter pages · PDF + editable digital text
Sensory Sensitivities & Sensory Overload
My Sensory Detective Profile
Notice environmental barriers and choose individualized sensory supports.
Students · K–2 / 3–5 / 6–8
4 Letter pages · PDF + editable digital text
Sensory Sensitivities & Sensory Overload
Cafeteria Survival Plan
Design a respectful lunch access plan with available supports and choice.
Students · K–2 / 3–5 / 6–8
4 Letter pages · PDF + editable digital text
Sensory Sensitivities & Sensory Overload
Lighting Detective
Identify lighting barriers and request a practical environmental adjustment.
Students · K–2 / 3–5 / 6–8
4 Letter pages · PDF + editable digital text
Social Communication & Emotional Cues
What Else Could It Mean?
Generate several interpretations and ask for clarification rather than mind-reading.
Students · K–2 / 3–5 / 6–8
4 Letter pages · PDF + editable digital text
Social Communication & Emotional Cues
The Social Detective
Use context and explicit communication while recognizing uncertainty in social cues.
Students · K–2 / 3–5 / 6–8
4 Letter pages · PDF + editable digital text
Social Communication & Emotional Cues
Say What You Mean
Practice direct, respectful clarification and boundary messages.
Students · K–2 / 3–5 / 6–8
4 Letter pages · PDF + editable digital text
Unexpected Changes, Cognitive Flexibility & Meltdowns
When Plans Change
Identify what changes, what stays and which support makes transition possible.
Students · K–2 / 3–5 / 6–8
4 Letter pages · PDF + editable digital text
Unexpected Changes, Cognitive Flexibility & Meltdowns
My Plan A, Plan B, Plan C
Build acceptable backup choices without making support conditional.
Students · K–2 / 3–5 / 6–8
4 Letter pages · PDF + editable digital text
Unexpected Changes, Cognitive Flexibility & Meltdowns
My Regulation & Recovery Plan
Choose private communication, adult support and a gentle return-to-learning plan.
Students · K–2 / 3–5 / 6–8
4 Letter pages · PDF + editable digital text
Emotional Intensity, Anxiety & Perfectionism
Progress Over Perfect
Set useful revision criteria and a stopping point for a meaningful task.
Students · K–2 / 3–5 / 6–8
4 Letter pages · PDF + editable digital text
Emotional Intensity, Anxiety & Perfectionism
The Mistake Investigation
Use a low-stakes mistake as evidence for a strategy change.
Students · K–2 / 3–5 / 6–8
4 Letter pages · PDF + editable digital text
Emotional Intensity, Anxiety & Perfectionism
My Emotional Intensity Meter
Notice intensity changes and choose help without diagnosing emotions.
Students · K–2 / 3–5 / 6–8
4 Letter pages · PDF + editable digital text
Giftedness, Identity & Self-Advocacy
My Twice-Exceptional Superpowers
Identify strengths and interests while giving support needs equal importance.
Students · K–2 / 3–5 / 6–8
4 Letter pages · PDF + editable digital text
Giftedness, Identity & Self-Advocacy
My Learner User Manual
Build a learner-directed guide to interests, communication and access.
Students · K–2 / 3–5 / 6–8
4 Letter pages · PDF + editable digital text
Giftedness, Identity & Self-Advocacy
I Can Advocate for Myself
Practice communicating a learning need with chosen adult support.
Students · K–2 / 3–5 / 6–8
4 Letter pages · PDF + editable digital text
Additional Twice-Exceptional Learning Differences
Math Access: My Strengths & Choices
Explore complex mathematical ideas with accessible number representations.
Students · K–2 / 3–5 / 6–8
4 Letter pages · PDF + editable digital text
Additional Twice-Exceptional Learning Differences
Math Access: My Practical Support Plan
Create a practical plan for dyscalculia and math-related learning difficulties that preserves intellectual challenge.
Students · K–2 / 3–5 / 6–8
4 Letter pages · PDF + editable digital text
Additional Twice-Exceptional Learning Differences
Listening Access: My Strengths & Choices
Receive complete directions in a usable mode while engaging in advanced reasoning.
Students · K–2 / 3–5 / 6–8
4 Letter pages · PDF + editable digital text
Additional Twice-Exceptional Learning Differences
Listening Access: My Practical Support Plan
Create a practical plan for auditory processing differences that preserves intellectual challenge.
Students · K–2 / 3–5 / 6–8
4 Letter pages · PDF + editable digital text
Additional Twice-Exceptional Learning Differences
Movement & Making Access: My Strengths & Choices
Show design reasoning without unnecessary fine-motor demands.
Students · K–2 / 3–5 / 6–8
4 Letter pages · PDF + editable digital text
Additional Twice-Exceptional Learning Differences
Movement & Making Access: My Practical Support Plan
Create a practical plan for developmental coordination and motor challenges that preserves intellectual challenge.
Students · K–2 / 3–5 / 6–8
4 Letter pages · PDF + editable digital text
Additional Twice-Exceptional Learning Differences
Expression Access: My Strengths & Choices
Communicate complex ideas through a chosen expression route.
Students · K–2 / 3–5 / 6–8
4 Letter pages · PDF + editable digital text
Additional Twice-Exceptional Learning Differences
Expression Access: My Practical Support Plan
Create a practical plan for speech and language differences that preserves intellectual challenge.
Students · K–2 / 3–5 / 6–8
4 Letter pages · PDF + editable digital text
Additional Twice-Exceptional Learning Differences
Memory Supports: My Strengths & Choices
Externalize steps and information so reasoning can stay complex.
Students · K–2 / 3–5 / 6–8
4 Letter pages · PDF + editable digital text
Additional Twice-Exceptional Learning Differences
Memory Supports: My Practical Support Plan
Create a practical plan for working-memory challenges that preserves intellectual challenge.
Students · K–2 / 3–5 / 6–8
4 Letter pages · PDF + editable digital text
Additional Twice-Exceptional Learning Differences
Thinking-Time Access: My Strengths & Choices
Use enough response time to develop thoughtful ideas.
Students · K–2 / 3–5 / 6–8
4 Letter pages · PDF + editable digital text
Additional Twice-Exceptional Learning Differences
Thinking-Time Access: My Practical Support Plan
Create a practical plan for processing-speed differences that preserves intellectual challenge.
Students · K–2 / 3–5 / 6–8
4 Letter pages · PDF + editable digital text
Additional Twice-Exceptional Learning Differences
Energy & Fatigue Access: My Strengths & Choices
Plan meaningful challenge with flexible effort, pacing and rest.
Students · K–2 / 3–5 / 6–8
4 Letter pages · PDF + editable digital text
Additional Twice-Exceptional Learning Differences
Energy & Fatigue Access: My Practical Support Plan
Create a practical plan for chronic illness and fatigue-related access needs that preserves intellectual challenge.
Students · K–2 / 3–5 / 6–8
4 Letter pages · PDF + editable digital text
Additional Twice-Exceptional Learning Differences
Mobility & Space Access: My Strengths & Choices
Participate in advanced investigations through safe, accessible spaces and tools.
Students · K–2 / 3–5 / 6–8
4 Letter pages · PDF + editable digital text
Additional Twice-Exceptional Learning Differences
Mobility & Space Access: My Practical Support Plan
Create a practical plan for physical disabilities and mobility access that preserves intellectual challenge.
Students · K–2 / 3–5 / 6–8
4 Letter pages · PDF + editable digital text
Additional Twice-Exceptional Learning Differences
My Connected Access Team: My Strengths & Choices
Coordinate communication, materials and participation supports around a meaningful goal.
Students · K–2 / 3–5 / 6–8
4 Letter pages · PDF + editable digital text
Additional Twice-Exceptional Learning Differences
My Connected Access Team: My Practical Support Plan
Create a practical plan for multiple disabilities and complex access needs that preserves intellectual challenge.
Students · K–2 / 3–5 / 6–8
4 Letter pages · PDF + editable digital text
Giftedness, Identity & Self-Advocacy
My Strengths and Support Needs
Describe evidence of a strength and an access need together.
Students · K–2 / 3–5 / 6–8
4 Letter pages · PDF + editable digital text
Giftedness, Identity & Self-Advocacy
My IEP Meeting Voice
Prepare an optional learner message for a planning meeting.
Students · K–2 / 3–5 / 6–8
4 Letter pages · PDF + editable digital text
Giftedness, Identity & Self-Advocacy
How I Learn Best
Compare learning conditions without making preferences permanent labels.
Students · K–2 / 3–5 / 6–8
4 Letter pages · PDF + editable digital text
Giftedness, Identity & Self-Advocacy
My Advanced Learning Goals
Plan an ambitious question with the access needed to explore it.
Students · K–2 / 3–5 / 6–8
4 Letter pages · PDF + editable digital text
Giftedness, Identity & Self-Advocacy
My Help-Seeking Script
Request assistance through a chosen communication mode.
Students · K–2 / 3–5 / 6–8
4 Letter pages · PDF + editable digital text
Giftedness, Identity & Self-Advocacy
My Learning Choice Board
Choose among equal-status ways to demonstrate complex thinking.
Students · K–2 / 3–5 / 6–8
4 Letter pages · PDF + editable digital text
Giftedness, Identity & Self-Advocacy
My Energy and Break Planner
Plan effort and rest without disclosing medical information.
Students · K–2 / 3–5 / 6–8
4 Letter pages · PDF + editable digital text
Giftedness, Identity & Self-Advocacy
My Creativity and Problem-Solving Profile
Document creative reasoning without minimizing access needs.
Students · K–2 / 3–5 / 6–8
4 Letter pages · PDF + editable digital text
Giftedness, Identity & Self-Advocacy
My Strengths-Based Student Portfolio
Select private evidence of thinking, strategy and growth.
Students · K–2 / 3–5 / 6–8
4 Letter pages · PDF + editable digital text
Teacher Toolkit: Supporting Twice-Exceptional Learners
Accommodations provide access. They are not the same as lowering intellectual expectations.
Understanding & Supporting Your Twice-Exceptional Child
Practical family support, with your child’s choices and strengths at the center.
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Printables do not diagnose, treat or replace evidence-based instruction, mental health care or individualized professional support. Embossed Braille and specialist tactile materials require qualified production; these PDFs are not Braille. Use the structured digital alternative when print is not suitable.
A student can need significant support and still need significant intellectual challenge. Both needs matter.
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