Vision, Hearing & Assistive Technology IEP goals for Multiple Disabilities
169 vision, hearing & assistive technology templates across 8 skills: sign language & visual communication, braille literacy, orientation & mobility, auditory skills (Deaf & hard of hearing), low vision & visual efficiency, hearing technology self-management, assistive technology use, keyboarding & computer access. Each opens in the builder with a matching data sheet.
169 templates · 8 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.
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.
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.
Auditory Skills (Deaf & Hard of Hearing) Vision, Hearing & Assistive Technology
Show a response to everyday sounds
Detection: environmental sounds
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.
Detect speech sounds with a play response
Detection: speech sounds
By the annual IEP review date, given speech sounds (such as m, oo, ee, ah, sh, s) spoken at a normal voice level at 3 feet with the speaker's mouth covered, mixed with silent turns, the student will make the play response (such as putting a peg in a board) each time a sound is spoken and wait when there is no sound independently with at least 90% accuracy on sound and no-sound trials, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected each session with the teacher of the deaf.
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.
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.
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.
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.
Keyboarding & Computer Access Vision, Hearing & Assistive Technology
Type on an adapted keyboard
Adapted keyboards
By the annual IEP review date, given a printed passage at an easy reading level and the student's adapted keyboard, during a 3-minute timing (total divided by 3 for the per-minute rate), the student will type the passage on the adapted keyboard for three minutes independently at a rate of at least 8 correct words 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. Students with multiple disabilities have combined needs that one program cannot serve alone, and their goals focus on communication, participation in routines, and daily living, with careful attention to the response mode and prompting level. Small, well-defined steps make progress measurable.
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 61 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 58 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 35 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 6 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 8 goals here
- Latency trackerTimes the gap between a cue and the start of the response.Used by 1 goal here
Frequently asked questions
What goals fit students with significant support needs?
Functional communication (requesting, choosing, refusing in any mode), participation in classroom routines, daily living steps, and functional academics such as recognizing a name or a schedule symbol. Goals are built from task analyses and opportunity data.
How do I write a goal when the student needs prompting?
Put the prompting level in the support part of the goal and set the criterion for a lower level than the current one. 'With a gestural prompt' can be the target when the baseline is a physical prompt.
Which access skill goals fit students with multiple disabilities?
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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