Deafblind IEP goals for communication
By the IEP Atlas editorial teamLast updated
Short answer
Deafblind IEP goals center on communication, because combined vision and hearing loss cuts off the incidental learning most children rely on. Goals move from anticipating routines through touch and object cues, to making choices and requests, to tactile or close-vision sign and conversation. Each goal names the student's mode, the partner and the routine, and counts real opportunities.
Deaf-blindness is its own federal eligibility category. It means a combined hearing and visual impairment that creates communication, developmental and educational needs so severe that a program for students who are only deaf or only blind cannot meet them.[1] Most students who are deaf-blind have some usable vision or hearing.[4] Many also have other disabilities.
The core problem is access to information. A child who cannot see or hear well does not know what is about to happen, who is in the room, or that a word exists for the thing in their hand, unless someone tells them through touch or close-up communication. Communication goals come first in almost every deaf-blind IEP for that reason.
The IEP must address both special factors: braille for a student with a visual impairment, and the language and communication needs of a student who is deaf or hard of hearing.[2] Federal rules also list special interpreting services for students who are deaf-blind as part of interpreting services.[3] The 16 goals below are grouped into four areas. Baselines and criteria are illustrations.
Who supports communication
| Role | Part in communication goals |
|---|---|
| TVI and teacher of the deaf | Plan together; assess vision, hearing and communication; write most goals |
| Intervener | Works one to one, giving access to information and communication across the day; often collects daily data |
| SLP | Communication system, symbols, AAC |
| O&M specialist | Travel and the communication that goes with it, such as asking for help |
| Family | Home signs, routines, preferred objects; often the student's best partner |
| Tactile or close-vision interpreter | For students with formal language who need interpreted access to class |
Interveners are not named in the federal regulations, and states differ in how they recognize and train them. The National Center on Deaf-Blindness describes the intervener as a person who works one to one with the student to give access to information and communication.[5] If the student has one, the IEP should say so on the services page.
Choosing the right goal
| If the student... | Area to target | Measure | Data sheet |
|---|---|---|---|
| Is startled or resists when routines start | Anticipation: touch and object cues | Opportunities | Opportunity data sheet |
| Shows wants through crying or body movement only | Requesting and choice-making | Opportunities | Opportunity data sheet |
| Responds to some cues but has no symbol for the day | Calendar systems and receptive symbols | Opportunities | Opportunity data sheet |
| Uses some tactile or close-vision signs | Formal language in sign | Percent accuracy or frequency | Frequency data sheet |
| Communicates only with one adult | Partners and social interaction | Opportunities | Opportunity data sheet |
Templates are on the deaf-blindness access skills goals page. The AAC users hub has symbol and device goals that often fit alongside.
Anticipation goals: touch and object cues
A touch cue is a consistent touch on the body that means one thing, such as two taps on the shoulder for "stand up." An object cue is a real object that stands for an activity, such as a spoon for lunch. Both tell the student what is coming, which reduces distress and builds the idea that symbols carry meaning.
| # | Goal | Baseline | Template |
|---|---|---|---|
| 1 | Given a consistent touch cue before 5 daily transitions, the student will show anticipation, such as reaching or turning, before being moved on 4 of 5 transitions for 5 consecutive days. | 1 of 5 | Deaf-blindness access skills |
| 2 | Given an object cue such as a spoon before lunch, the student will explore it and move toward the activity location on 4 of 5 opportunities across 2 weeks. | 1 of 5 | Deaf-blindness access skills |
| 3 | When a familiar adult arrives, the student will touch the adult's name cue, such as a bracelet, and show recognition on 4 of 5 greetings. | 0 of 5 | Deaf-blindness access skills |
| 4 | After a favorite activity stops, the student will make a consistent movement to ask for more, such as patting the table, on 6 of 10 pauses. | 2 of 10 | AAC users hub |
Weak: "The student will tolerate transitions."
Measurable: "Given a consistent touch cue before 5 daily transitions, the student will show anticipation, such as reaching or turning, before being moved on 4 of 5 transitions for 5 consecutive days."
Use the same cue every time, from every adult. A cue that changes between staff teaches nothing. Write the cue list in the IEP or a communication dictionary so substitutes use it too.
Requesting and choice-making goals
Choices give a student control. Start with two real objects presented by touch, then move to object symbols, partial objects or tactile symbols.
| # | Goal | Baseline | Template |
|---|---|---|---|
| 5 | Given 2 real objects presented to the hands, the student will choose one by touching or holding it for 3 seconds on 8 of 10 choice opportunities. | 3 of 10 | Deaf-blindness access skills |
| 6 | Given 2 tactile symbols on a board, the student will choose the symbol for a preferred activity and receive it on 4 of 5 opportunities. | 1 of 5 | AAC users hub |
| 7 | When needing a break, the student will use a tactile sign or touch a break symbol instead of crying or pushing away on 4 of 5 observed opportunities. | 1 of 5 | Break requests |
| 8 | During snack, the student will request "more" or "finished" with a coactive or independent tactile sign on 8 of 10 opportunities. | Coactive on 3 of 10 | Deaf-blindness access skills |
Weak: "The student will make choices."
Measurable: "Given 2 real objects presented to the hands, the student will choose one by touching or holding it for 3 seconds on 8 of 10 choice opportunities."
Record the prompt level. Hand-under-hand support, where the adult's hand is under the student's so the student can feel the movement and pull away, is often preferred to hand-over-hand. The prompt hierarchy examples help when scoring prompt levels.
Calendar and receptive language goals
A calendar system is a set of objects or symbols in order that shows the student what is happening. Daily calendars come first, then calendars that show yesterday and tomorrow. Receptive sign grows from the same routines.
| # | Goal | Baseline | Template |
|---|---|---|---|
| 9 | Using an object calendar of 4 activities, the student will find the next object, carry it to the activity and place it in a finished box afterward on 3 of 4 transitions. | 1 of 4 | Deaf-blindness access skills |
| 10 | Given 10 tactile or close-vision signs for familiar objects, the student will respond by finding or using the object for 8 of 10 signs on 3 consecutive probes. | 3 of 10 | Follow signed directions in daily routines |
| 11 | During a familiar routine, the student will follow a 1-step tactile signed direction, such as "get coat," on 8 of 10 opportunities. | 4 of 10 | Follow signed directions in daily routines |
| 12 | Using a calendar with yesterday, today and tomorrow sections, the student will tell or show one past and one future event on 4 of 5 mornings. | 0 of 5 | Deaf-blindness access skills |
Weak: "The student will follow the daily schedule."
Measurable: "Using an object calendar of 4 activities, the student will find the next object, carry it to the activity and place it in a finished box afterward on 3 of 4 transitions."
Partner and social interaction goals
Many students who are deaf-blind communicate with only one or two adults. The next step is more partners, including peers, and conversation that goes back and forth.
| # | Goal | Baseline | Template |
|---|---|---|---|
| 13 | With a peer trained in 3 tactile signs, the student will exchange greetings and take 3 turns in a shared activity on 4 of 5 opportunities. | 1 turn | Take turns in a signed conversation |
| 14 | During tactile conversation with an adult, the student will keep a topic going for 4 turns on 4 of 5 conversations. | 1 to 2 turns | Take turns in a signed conversation |
| 15 | With a new adult, the student will show or sign 3 ways to communicate with them, such as "touch my hand first," on 3 of 4 introductions. | 0 of 4 | Explain how to work with an interpreter |
| 16 | Walking with a guide, the student will use a tactile sign to ask where they are going or to stop on 4 of 5 trips. | 1 of 5 | Walk with a sighted guide |
Weak: "The student will interact with peers."
Measurable: "With a peer trained in 3 tactile signs, the student will exchange greetings and take 3 turns in a shared activity on 4 of 5 opportunities."
How to measure progress
Most deaf-blind communication goals use opportunities. Count each planned chance, such as each transition or each choice, and record the response and prompt level. Use frequency recording for spontaneous signs or requests in a set time.
- The intervener or main partner usually collects daily data, with the TVI or teacher of the deaf checking it weekly.
- Video a routine monthly. Small movements are easy to miss live, and video lets two adults agree on what they saw.
- Keep a communication dictionary: each cue, sign or behavior the student uses and what it means. Update it when data show a new form.
For more on measuring very small responses, see measuring goals for nonverbal students. Paste drafts into the goal checker.
Adapting by age and level
| Student | Typical focus | Example |
|---|---|---|
| Young child or early communicator | Touch and object cues, anticipation, simple choices | Shows anticipation before transitions |
| Elementary student using symbols | Calendar systems, tactile symbols, requests | Uses an object calendar of 4 activities |
| Student with formal language in sign | Tactile or close-vision ASL, conversation, interpreter use | Keeps a topic for 4 turns |
| Teen planning for adult life | Explaining communication needs, community partners | Shows a new adult how to communicate |
For travel goals that fit beside these, see the cane skills progression and IEP goals for sighted guide. For the communication special factor, see communication plans for deaf and hard of hearing students. The low-incidence disabilities guide shows how TVIs, teachers of the deaf and interveners share the plan.
Frequently asked questions
What is an intervener for a deafblind student?
An intervener is a trained staff member who works one to one with a student who is deaf-blind, giving access to information and communication across the day. Interveners are not named in federal regulations, and states differ in how they train and recognize them.
Who writes communication goals for a deafblind student?
The TVI and teacher of the deaf usually write them together, often with the SLP. The family and intervener give input on the signs, cues and routines the student already uses.
What is the difference between a touch cue and an object cue?
A touch cue is a consistent touch on the student's body that signals an action, such as a tap on the shoulder before standing. An object cue is a real object that stands for an activity, such as a cup for snack.
Can a deafblind student learn ASL?
Many do, often through tactile sign, where the student feels the signs with their hands, or close-vision sign within a small visual field. The communication mode should be based on the student's vision, hearing and family language.
Use it in IEP Atlas
- IEP goals for deaf blindness
- Deaf blindness in the IEP glossary
- Deaf-blindness access skills goals
- AAC users hub
- Goals for the DHH teacher role
- IEP goal checker
Related guides
- Low-incidence disabilities in the IEP: vision, hearing, deaf-blindness and physical needs
- Communication plans for deaf and hard of hearing students
- IEP goals for deaf and hard of hearing students
- Accommodations for deaf and hard of hearing students
Sources
- 34 CFR §300.8: Child with a disability, Legal Information Institute, Cornell Law School
- 34 CFR §300.324: Development, review, and revision of IEP, Legal Information Institute, Cornell Law School
- 34 CFR §300.34: Related services, Legal Information Institute, Cornell Law School
- National Center on Deafblindness, National Center on Deafblindness
- Interveners, National Center on Deafblindness
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.