Vision, Hearing & Assistive Technology IEP goals for Developmental Delay
8 vision, hearing & assistive technology templates across 3 skills: keyboarding & computer access, low vision & visual efficiency, assistive technology use. Each opens in the builder with a matching data sheet.
8 templates · 3 skills · Pre-K, K–2, 3–5 · 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
Enter own name and login on a keyboard
Typing name and login
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.
Use the space bar, shift, and backspace keys
Function keys
By the annual IEP review date, given a short sentence to copy into a word processor, the student will type the sentence with a space between words, shift for the capital, and backspace to fix errors independently with at least 85% accuracy on function key uses, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Low Vision & Visual Efficiency Vision, Hearing & Assistive Technology
Turn toward and reach for a high-contrast object
Visual attention and reaching
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.
Find a named item on a contrasting tray
Early visual search
By the annual IEP review date, given 3 familiar objects on a high-contrast tray, with one named by the adult, the student will scan the items and pick up the one named independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected during each TVI session.
Assistive Technology Use Vision, Hearing & Assistive Technology
Choose words from a picture word bank
Word banks and early word prediction
By the annual IEP review date, during a writing task on a tablet or computer, with an on-screen picture word bank for the topic, the student will type the first letter or open the word bank and choose the word they want independently in at least 6 of 8 opportunities, on 4 of 5 observed days, as measured by direct observation collected twice weekly.
Log in and open an assigned learning app
Logging in and opening apps
By the annual IEP review date, at the start of a center or independent work time, given the student's school device and login card, the student will turn on the device, log in, open the assigned app, and get to the first activity, performing all 5 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected twice weekly.
Braille, low vision tools, orientation and mobility, hearing technology, auditory skills, sign communication, assistive technology, and keyboarding. Developmental Delay is a category states may use for young children, generally ages 3 through 9, when a delay in one or more areas calls for special education. The goals below are preschool and early elementary goals across communication, motor, social, adaptive, and readiness skills.
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 3 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 3 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 2 goals here
Frequently asked questions
Until what age can a child be eligible under Developmental Delay?
IDEA lets states use the category for children ages 3 through 9, and each state sets its own age range within that. After the state's cutoff the child is reevaluated under another category.
What do preschool IEP goals look like?
They name a skill in a classroom routine, such as following a two-step direction during cleanup or requesting a turn during play, and measure it with opportunities or task-analysis steps. Numbers are small and sessions are short.
Which access skill goals fit students with developmental delay?
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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