Vision, Hearing & Assistive Technology IEP goals for Intellectual Disability
15 vision, hearing & assistive technology templates across 2 skills: assistive technology use, keyboarding & computer access. Each opens in the builder with a matching data sheet.
15 templates · 2 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.
Assistive Technology Use Vision, Hearing & Assistive Technology
Open a digital book and start read-aloud
Text-to-speech: opening a digital book
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.
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.
Use text-to-speech to read grade-level text
Text-to-speech for grade-level text
By the annual IEP review date, given a grade-level science or social studies passage in a digital format with text-to-speech and 5 comprehension questions, the student will use text-to-speech to read the passage, rereading parts as needed, and answer the questions independently with at least 80% accuracy on comprehension questions, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
Set text-to-speech speed, voice, and highlighting
Text-to-speech setup
By the annual IEP review date, at the start of a reading assignment on the school device with the text-to-speech toolbar, the student will open the text-to-speech settings and set the voice, speed, and highlighting they prefer, then test on a line of text, performing all 6 steps independently, on 3 consecutive setups, as measured by a task-analysis checklist collected weekly.
Read hard words with a scanning pen
Scanning pens
By the annual IEP review date, given a printed text at the student's grade level with a scanning pen and earbuds, the student will scan each word they cannot read, listen to it, and continue reading independently with at least 85% accuracy on scanned words read back correctly, in 3 of 4 consecutive biweekly probes, as measured by opportunity-by-opportunity data collected every two weeks.
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.
Enter numbers on the numeric keypad
Numeric keypad
By the annual IEP review date, given a printed list of numbers (prices, codes, quantities) and a keyboard with a numeric keypad, during a 2-minute timing (total divided by 2 for the per-minute rate), the student will enter each number with the keypad using the home key position and press enter after each independently at a rate of at least 80 digits correct per minute, in 3 of 4 consecutive biweekly probes, as measured by timed probes collected every two weeks.
Braille, low vision tools, orientation and mobility, hearing technology, auditory skills, sign communication, assistive technology, and keyboarding. Goals for students with an intellectual disability focus on skills that carry into daily life: functional academics, routines, communication, self-care, and community participation. Task-analysis checklists and opportunity data make small, real steps visible.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 4 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 5 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 5 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 1 goal here
Frequently asked questions
What kinds of goals fit students with an intellectual disability?
Functional academics (money, time, reading signs and schedules), daily living and self-care routines, functional communication, school and community independence, and vocational readiness for older students. Academic goals are written at the student's instructional level.
How do task-analysis goals work?
The routine is broken into ordered steps, and the data sheet records which steps the student completes independently. The criterion is a number of steps (for example, 9 of 10 steps) across several sessions.
Which access skill goals fit students with intellectual disability?
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.
IEP Atlas Pro
Turn these goals into progress reports
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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.