Vision, Hearing & Assistive Technology IEP goals for Deaf-Blindness
117 vision, hearing & assistive technology templates across 5 skills: sign language & visual communication, orientation & mobility, hearing technology self-management, braille literacy, auditory skills (Deaf & hard of hearing). Each opens in the builder with a matching data sheet.
117 templates · 5 skills · Pre-K, 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.
Sign Language & Visual Communication Vision, Hearing & Assistive Technology
Get a person's attention the visual way
Getting attention visually
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.
Sign the names of familiar objects and actions
Early sign vocabulary
By the annual IEP review date, given pictures or real objects of familiar items and actions from daily routines, the student will sign the name of the object or action independently with at least 80% accuracy on target signs produced, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Orientation & Mobility Vision, Hearing & Assistive Technology
Walk with a sighted guide
Sighted guide
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.
Trail a wall to a familiar door
Trailing
By the annual IEP review date, when asked to go from the classroom door to the bathroom or another door along the same hallway wall, the student will trail the wall with the back of the fingers held slightly ahead of the body and stop at the target door independently in 5 of 5 opportunities, on 4 consecutive observed days, as measured by direct observation collected during each O&M lesson and daily classroom routines.
Hearing Technology Self-Management Vision, Hearing & Assistive Technology
Tell an adult a hearing device is off
Reporting a device that is off
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.
Put on hearing aids or a processor
Putting devices on
By the annual IEP review date, at arrival or after nap, with the device and its case at the child's spot, the student will take the device from the case, place it on the correct ear, and seat the earmold or coil, performing at least 5 of 6 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected daily during arrival.
Braille Literacy Vision, Hearing & Assistive Technology
Track a braille line from left to right
Tactile tracking
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.
Match tactile shapes and dot patterns
Tactile discrimination
By the annual IEP review date, given a row of 4 raised shapes or braille cells, with one that matches a target at the left of the row, the student will find and touch the item in the row that matches the target independently with at least 85% accuracy on matching and odd-one-out rows, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Auditory Skills (Deaf & Hard of Hearing) Vision, Hearing & Assistive Technology
Notice and locate warning sounds outdoors
Warning sounds in the community
By the annual IEP review date, during community outings, when a warning sound happens (such as a siren, car horn, or backup beeper), the student will stop, name the sound, point to where it is coming from, and tell what to do independently in 5 of 5 opportunities, across 3 consecutive community outings, as measured by direct observation collected during each community outing.
Braille, low vision tools, orientation and mobility, hearing technology, auditory skills, sign communication, assistive technology, and keyboarding. Students who are deafblind have both hearing and vision loss, and goals are built around how the student gets information and communicates: touch cues, tactile sign, object symbols, braille, residual vision or hearing, and AAC. Goals often combine communication, orientation and mobility, and daily routines, and are measured as opportunities or task-analysis steps in real routines.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 44 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 30 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 32 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 4 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 7 goals here
Frequently asked questions
What goals are common for students who are deafblind?
Communication goals in the student's mode, such as responding to touch cues or using tactile sign, are common, along with orientation and mobility, daily living routines, and use of hearing and vision technology. Goals are written so the student's communication partners know exactly what to model and count.
Who works on goals for a student who is deafblind?
Often a team that includes a teacher of the deaf, a TVI, an O&M specialist, an SLP, and sometimes an intervener who works with the student daily. State deafblind projects can offer training and technical help to the team.
Which access skill goals fit students with Deaf-blindness?
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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