Vision, Hearing & Assistive Technology IEP goals
Braille, low vision tools, orientation and mobility, hearing technology, auditory skills, sign communication, assistive technology, and keyboarding. Choose a skill to see sample goals, customize one in the builder, and download a matching data sheet.
Braille Literacy
35 templatesBraille literacy goals are often written for students who are blind or have low vision and read and write in braille: tactile readiness, uncontracted letters, contracted braille, reading rate, writing on a braillewriter or electronic notetaker, braille math codes, tactile graphics, and abacus computation. Good goals name the braille code and contractions taught, the material, and the device. Measure letters and contractions with accuracy, reading speed with rate, and real use of a notetaker or tactile graphic in class with opportunities.
By the annual IEP review date, given a tactile worksheet of double-spaced raised lines, during a short TVI session, the student will independently move the fingertips of both hands along the line from the left margin to the end without lifting off the line in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected each TVI session.
Low Vision & Visual Efficiency
30 templatesVisual efficiency goals are often written for students with low vision and focus on using vision and low vision tools well: handheld and video magnifiers, screen magnification, a monocular telescope for distance, visual scanning strategies, large print and contrast settings, and asking for seating and lighting that work. Good goals name the tool, the task, and the setting. Measure tool use in class with opportunities, reading or locating tasks with accuracy, and tool setup routines with a task analysis.
By the annual IEP review date, given a preferred object in the child's best-seen color presented against a plain black or white background within reach, the student will turn their head or eyes toward the object and reach for it independently in at least 7 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected during each TVI session.
Orientation & Mobility
35 templatesOrientation and mobility (O&M) goals are often written for students who are blind or have low vision and teach safe, independent travel: sighted guide, trailing and protective techniques, long cane skills, school routes, using landmarks and mental maps, street crossings with the O&M specialist, asking the public for help, and transit travel. Good goals name the route or technique, the setting, and the level of support. Measure routes and techniques with a task analysis and real moments such as using a landmark or asking for help with opportunities.
By the annual IEP review date, when walking with a familiar adult or peer guide from the classroom to another room in the school, the student will take the guide's arm with the guide grip and walk a half step behind, following the guide's turns and stops, performing all 5 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected during each O&M lesson.
Hearing Technology Self-Management
30 templatesHearing technology goals are often written for students who are deaf or hard of hearing and use hearing aids, cochlear implants, or a remote microphone system. They teach the student to own their equipment: doing a daily listening check, charging and changing batteries, handing the remote microphone to the speaker, troubleshooting and reporting problems, using captions and relay apps, and explaining their own hearing. Measure daily checks and troubleshooting with a task analysis, and real moments like handing off the microphone or asking for repetition with opportunities.
By the annual IEP review date, when a hearing aid or processor falls off, stops working, or is switched off during the preschool day, the student will tell or show an adult that the device is off, using words, a sign, a gesture, or a picture card independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by frequency recording collected daily and reviewed weekly.
Auditory Skills (Deaf & Hard of Hearing)
35 templatesAuditory skills goals are often written for students who are deaf or hard of hearing who use hearing aids or cochlear implants and are building listening skills. They follow the hierarchy from detecting sound, to telling sounds apart, to identifying words from a closed set, to understanding open-set speech, and include listening in noise, speechreading with listening, and locating sound. Good goals name the level, the set size, the noise condition, and whether visual cues are available, and measure responses with accuracy or opportunities.
By the annual IEP review date, during play and routines, when an everyday sound happens (such as a knock, a drum, a dog bark, or running water) out of the child's view, the student will show they heard the sound by stopping, turning, pointing to their ear, or saying or signing that they heard it independently in at least 7 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected each session with the teacher of the deaf.
Sign Language & Visual Communication
25 templatesVisual communication goals support students who sign, often students who are deaf or hard of hearing: building sign vocabulary across topics, fingerspelling, working with an educational interpreter, following signed group discussion, and retelling in sign. ASL is a full language, so a signing student's language goals also use the expressive and receptive language skills, with sign as the mode. Measure vocabulary and fingerspelling with accuracy, interpreter use and following discussion with opportunities, and signed retells with a rubric.
By the annual IEP review date, during play and routines, when the child wants to tell an adult or peer something, the student will get the partner's attention by tapping their shoulder or arm, waving in view, or tapping the table, then wait for them to turn before signing independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected daily during play.
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Assistive Technology Use
40 templatesAssistive technology goals teach students to use tools that give access to learning: text-to-speech for reading, speech-to-text and word prediction for writing, digital graphic organizers, scanning pens, and switch or eye-gaze access to a computer. Good goals name the tool, the task, and what the student does on their own, including choosing the right tool and setting it up. Measure tool use on assignments with opportunities or work completion, setup with a task analysis, and output quality with accuracy. Communication devices stay in AAC.
By the annual IEP review date, during independent reading time, given a tablet with a digital library app and the student's login, the student will log in, find the assigned book, open it, and turn on read-aloud with word highlighting, performing at least 6 of 7 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected twice weekly.
Keyboarding & Computer Access
25 templatesKeyboarding goals help students type well enough to use a computer for school work: learning the home row, building correct words per minute, typing with one hand when needed, using keyboard shortcuts, typing on a tablet, and formatting a document. Good goals name the keyboard, the task (copying text or composing), and the time. Measure typing speed with rate, as correct words per minute, and shortcuts and formatting with accuracy.
By the annual IEP review date, at the start of computer time, given a login card with their username and a printed model of their name, the student will type their first and last name with a capital letter at the start of each independently with at least 90% accuracy on letters typed correctly, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.