Vision, Hearing & Assistive Technology IEP goals for Cerebral Palsy
11 vision, hearing & assistive technology templates across 3 skills: keyboarding & computer access, assistive technology use, low vision & visual efficiency. Each opens in the builder with a matching data sheet.
11 templates · 3 skills · K–2, 3–5, 6–8, 9–12 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Keyboarding & Computer Access Vision, Hearing & Assistive Technology
One-handed typing at a working rate
One-handed keyboarding
By the annual IEP review date, given a printed passage at an easy reading level, during a 3-minute timing (total divided by 3 for the per-minute rate), using a standard or one-handed keyboard, the student will type the passage with one hand from the one-handed home position independently at a rate of at least 12 correct words per minute, in 3 of 4 consecutive biweekly probes, as measured by timed probes collected every two weeks.
Move through a document with keyboard commands
Keyboard navigation
By the annual IEP review date, given a document or online form and a list of navigation tasks, with the mouse put away, the student will carry out each task with keyboard commands (such as moving by word, line, or page, jumping to the start or end, and tabbing between fields) independently with at least 85% accuracy on navigation tasks completed, in 3 of 4 consecutive biweekly probes, as measured by opportunity-by-opportunity data collected every two weeks.
Assistive Technology Use Vision, Hearing & Assistive Technology
Press a switch to make something happen
Switch access: cause and effect
By the annual IEP review date, given a switch placed at the body site chosen by the OT, connected to a computer or tablet cause-and-effect activity, the student will press the switch to start the activity and press again when it stops independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected each session.
Select answers through a keyguard
Touch screen with a keyguard
By the annual IEP review date, given a tablet with a keyguard and touch accommodations set, during a learning app activity with 4 to 6 answer buttons, the student will touch the chosen answer button once through the keyguard independently with at least 90% accuracy on intended buttons selected, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Low Vision & Visual Efficiency Vision, Hearing & Assistive Technology
Scan toward the side of field loss
Scanning for field loss
By the annual IEP review date, given a page or a screen with targets placed across the whole width, the student will turn their head or eyes toward the side of field loss to check the whole page and mark each target independently with at least 90% accuracy on targets found on the side of field loss, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Braille, low vision tools, orientation and mobility, hearing technology, auditory skills, sign communication, assistive technology, and keyboarding. Cerebral palsy is not its own IDEA category; students are often served under orthopedic impairment, or multiple disabilities when other needs are present. Goals cover the access the student needs to learn: mobility and transfers, fine motor and computer access, AAC or motor speech when speech is affected, and academics written with the student's tools and positioning in the condition.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 7 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 1 goal here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 2 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 1 goal here
Frequently asked questions
What IEP goals are common for students with cerebral palsy?
Functional mobility, transfers, fine motor or switch access, assistive technology, and communication goals are common, depending on the student. Academic goals follow the same rules as for any student, with the response mode named in the condition. The team chooses from the student's present levels.
Who writes goals for a student with cerebral palsy?
The special educator usually works with the PT, OT, and SLP, each of whom writes or advises on goals in their area. The family and student share what matters most at home and in the community.
Which access skill goals fit students with cerebral palsy?
Braille, low vision tools, orientation and mobility, hearing technology, auditory skills, sign language, assistive technology, and keyboarding, depending on how the student accesses learning. The evaluation and the specialists on the team decide which apply.
Who writes access skill goals?
Usually the specialist for the area, such as a TVI, O&M specialist, teacher of the deaf, or AT specialist, with the classroom team. Classroom staff often record real use of the skill during lessons.
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Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.