IEP goals for understanding your audiogram
By the IEP Atlas editorial teamLast updated
Short answer
An audiogram IEP goal teaches a deaf or hard of hearing student to read and explain their own audiogram: which ear, the type and degree of loss, which speech sounds are hard to hear, and what their devices do. The goal is self-knowledge for self-advocacy, measured with a rubric or accuracy on questions about the student's own chart.
An audiogram is the graph an audiologist makes during a hearing test. It shows the softest sound the student can hear at each pitch, in each ear. Most deaf and hard of hearing students have seen theirs many times. Few can explain it.
That matters. A student who knows they miss high-pitched sounds can tell a teacher why "s" and "th" get lost, why the remote microphone helps, and why a noisy cafeteria is hard. Understanding the audiogram turns a medical chart into a reason for each accommodation. That is why many teachers of the deaf write audiogram goals as part of self-advocacy, often starting in upper elementary school.
The 20 goals below are grouped into four areas. Baselines and criteria are illustrations. Templates link to the hearing technology goals page.
How to read an audiogram
Teach these parts first. The student's own audiogram is the best material.
| Part | What it shows | What to teach the student |
|---|---|---|
| Horizontal axis | Pitch, in hertz (Hz), low on the left, high on the right | Low sounds like a drum are on the left; high sounds like a bird or "s" are on the right |
| Vertical axis | Loudness, in decibels (dB HL), soft at the top, loud at the bottom | The lower the marks, the louder a sound must be to hear it |
| O symbols, often red | Right ear without devices | Red, round, right |
| X symbols, often blue | Left ear without devices | Blue X for the left |
| Brackets or arrows | Bone conduction, which helps tell the type of loss | Shows whether the problem is in the outer or middle ear, or the inner ear |
| A or other aided symbols | What the student hears with hearing aids or an implant | Compare aided and unaided marks to see what the device adds |
| Shaded speech area | Where everyday speech sounds fall | Sounds above the student's marks are hard to hear without devices |
The type of hearing loss is conductive, sensorineural or mixed. The degree describes how loud sounds must be. ASHA's guidance on hearing loss in children explains types, degrees and how they affect speech and language.[1] Audiologists commonly describe degree with ranges like these:[2]
| Degree | Approximate softest level heard |
|---|---|
| Normal | Up to 15 dB HL |
| Slight | 16 to 25 dB HL |
| Mild | 26 to 40 dB HL |
| Moderate | 41 to 55 dB HL |
| Moderately severe | 56 to 70 dB HL |
| Severe | 71 to 90 dB HL |
| Profound | 91 dB HL or more |
Use the audiologist's report for the student's actual type and degree. Ranges vary a little between sources.
Choosing the right goal
| If the student... | Area to target | Measure | Data sheet |
|---|---|---|---|
| Cannot say which ear has more loss or what the loss is called | Hearing vocabulary | Percent accuracy | Accuracy data sheet |
| Knows the words but cannot read the graph | Reading the audiogram | Percent accuracy | Accuracy data sheet |
| Wears devices but cannot say what they do or their limits | Devices | Percent accuracy | Accuracy data sheet |
| Understands the audiogram but never explains it to anyone | Explaining to others | Rubric | Rubric scoring data sheet |
Hearing vocabulary goals
Start with words the student will need in every later goal: right, left, pitch, loudness, type and degree.
| # | Goal | Baseline | Template |
|---|---|---|---|
| 1 | Given 8 questions about their own hearing, such as "Which ear hears better?", the student will answer 7 of 8 correctly in their preferred language on 3 consecutive probes. | 3 of 8 | Explain the parts of own audiogram |
| 2 | Given 10 sounds on cards, the student will sort them into low pitch and high pitch with 9 of 10 correct on 3 of 4 probes. | 5 of 10 | Explain the parts of own audiogram |
| 3 | When asked, the student will name the type of their hearing loss and explain it in one sentence on 3 of 3 probes. | 0 of 3 | Explain the parts of own audiogram |
| 4 | When asked, the student will name the degree of their hearing loss for each ear and give one example of a sound they miss without devices on 3 of 3 probes. | 1 of 3 | Explain the parts of own audiogram |
| 5 | Given 6 hearing words, such as decibel, hertz, aided and unaided, the student will define 5 of 6 correctly on 2 consecutive probes. | 1 of 6 | Name the parts of own hearing device |
Weak: "The student will learn about hearing loss."
Measurable: "Given 8 questions about their own hearing, such as 'Which ear hears better?', the student will answer 7 of 8 correctly in their preferred language on 3 consecutive probes."
Reading the audiogram goals
Use a blank audiogram and the student's own. Let the student plot sounds before reading marks, so the graph makes sense.
| # | Goal | Baseline | Template |
|---|---|---|---|
| 6 | Given their own audiogram, the student will point to and name the pitch axis, loudness axis, right-ear and left-ear symbols with 4 of 4 correct on 3 consecutive probes. | 1 of 4 | Explain the parts of own audiogram |
| 7 | Given a blank audiogram and 8 picture cards of sounds, the student will place each sound in about the right area for pitch and loudness with 6 of 8 correct. | 2 of 8 | Explain the parts of own audiogram |
| 8 | Given their own audiogram with the speech area shaded, the student will name 3 speech sounds they cannot hear without devices on 3 of 3 probes. | 0 of 3 | Explain the parts of own audiogram |
| 9 | Given their own aided and unaided audiograms, the student will explain what their devices add, naming at least 2 sounds they hear only with devices, on 3 of 3 probes. | 0 of 3 | Explain the parts of own audiogram |
| 10 | Given this year's and last year's audiograms, the student will say whether hearing in each ear stayed the same or changed, with 2 of 2 correct on 2 probes. | 0 of 2 | Explain the parts of own audiogram |
Weak: "The student will understand their audiogram."
Measurable: "Given their own audiogram with the speech area shaded, the student will name 3 speech sounds they cannot hear without devices on 3 of 3 probes."
Devices and what they do goals
Link each device to the audiogram. A hearing aid makes sounds louder in the pitches marked as hard to hear. A remote microphone brings the teacher's voice close. A cochlear implant works differently, sending sound to the hearing nerve. None of them restores typical hearing.
| # | Goal | Baseline | Template |
|---|---|---|---|
| 11 | Given their own hearing device, the student will name 5 parts and the job of each with 5 of 5 correct on 3 consecutive probes. | 2 of 5 | Name the parts of own hearing device |
| 12 | Using their audiogram, the student will explain in 2 or more sentences why the remote microphone helps in class, scoring 3 of 4 on a rubric. | 1 of 4 | Explain own hearing to a teacher |
| 13 | Given 6 listening situations, such as the gym or a video without captions, the student will say whether devices alone are enough and what else helps, with 5 of 6 reasonable answers. | 2 of 6 | Explain own hearing to a teacher |
| 14 | When a device sounds different, the student will describe the problem using correct words, such as "weak," "static" or "whistling," on 4 of 5 opportunities. | 1 of 5 | Name what is wrong with a hearing device |
| 15 | Before an audiology appointment, the student will write 2 questions or concerns to bring, on 2 of 2 appointments in the year. | 0 of 2 | Book an audiology appointment |
Weak: "The student will know about their hearing aids."
Measurable: "Given their own hearing device, the student will name 5 parts and the job of each with 5 of 5 correct on 3 consecutive probes."
Explaining to others goals
The point of all the goals above is this area: telling teachers, peers and later employers what the student needs and why. Practice with role plays first, then real conversations.
| # | Goal | Baseline | Template |
|---|---|---|---|
| 16 | Using their audiogram, the student will walk a teacher through their hearing, devices and 2 accommodations, scoring 10 of 12 on a presentation rubric. | 4 of 12 | Walk a teacher through own audiogram |
| 17 | When meeting a substitute or new teacher, the student will explain their hearing and 1 thing the teacher should do, without a prompt, on 3 of 4 opportunities. | 0 of 4 | Explain own hearing to a teacher |
| 18 | Given a 3-minute talk to classmates about hearing loss, the student will explain the audiogram and 2 ways peers can help, scoring 3 of 4 on a rubric. | 1 of 4 | Explain own hearing loss to classmates |
| 19 | At the annual IEP meeting, the student will present the hearing section of present levels using their audiogram, scoring 3 of 4 on a self-advocacy rubric. | 1 of 4 | Explain own hearing to a teacher |
| 20 | Given a role play of a job interview or college disability office visit, the student will explain their hearing and request 2 accommodations, scoring 10 of 12 on a rubric. | 5 of 12 | Explain own hearing to a teacher |
Weak: "The student will advocate for their hearing needs."
Measurable: "Using their audiogram, the student will walk a teacher through their hearing, devices and 2 accommodations, scoring 10 of 12 on a presentation rubric."
How to measure progress
- Vocabulary and graph reading: percent accuracy on a fixed set of questions about the student's own audiogram. Keep the questions the same across probes.
- Explaining to others: rubric scoring with 3 or 4 rows the student has seen, such as accuracy, clarity, a reason for each need, and a clear request.
- Device problems: opportunities, using planned checks.
Build the rubric with the student. A rubric row like "names the type and degree of loss for each ear" is concrete and easy to score. The rubric guide shows how to write rows. Accept answers in the student's language: a student who explains their audiogram in ASL has met the goal. Paste drafts into the goal checker.
Adapting by grade
| Grade band | Focus | Example |
|---|---|---|
| K to 2 | Right and left ear, loud and soft, high and low | Sorts sounds into high and low |
| 3 to 5 | Axes, symbols, speech sounds missed | Names 3 speech sounds missed without devices |
| 6 to 8 | Aided versus unaided, device limits, explaining to teachers | Explains why the remote microphone helps |
| 9 to 12 | Changes over time, audiology appointments, adult settings | Explains hearing in a job interview role play |
These goals pair well with device care goals; see how to measure listening checks and hearing technology goals. For the broader set, see IEP goals for deaf and hard of hearing students and the auditory skills hierarchy. General self-advocacy goals examples show the same skills for other students. The low-incidence disabilities guide explains who writes which section.
Frequently asked questions
At what age can a student learn to read their audiogram?
Many students start with simple parts, such as which ear hears better and high versus low sounds, in early elementary school. Reading symbols and the speech area usually fits grades 3 to 5, and explaining it to others fits middle and high school.
Who teaches a student about their audiogram?
The teacher of the deaf usually teaches it, often with help from the educational audiologist, who can explain the student's latest test and answer questions.
Why does a student need to understand their audiogram?
It explains why each accommodation helps. A student who knows they miss high-pitched sounds can tell a teacher why a microphone or captions matter, which makes self-advocacy specific and believable.
Use it in IEP Atlas
- Hearing technology goals (access skills)
- IEP goals for hearing loss
- Goals for the DHH teacher role
- Hearing aid in the IEP glossary
- Cochlear implant in the IEP glossary
- IEP goal checker
Related guides
- Low-incidence disabilities in the IEP: vision, hearing, deaf-blindness and physical needs
- How to measure listening checks and hearing technology goals
- IEP goals for deaf and hard of hearing students
- Auditory skills hierarchy for IEP goals
Sources
- Hearing Loss in Children, ASHA
- Degree of Hearing Loss, American Speech-Language-Hearing Association (public site)
Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.