Vision, Hearing & Assistive Technology IEP goals for Orthopedic Impairment
29 vision, hearing & assistive technology templates across 2 skills: keyboarding & computer access, assistive technology use. Each opens in the builder with a matching data sheet.
29 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.
Keyboarding & Computer Access Vision, Hearing & Assistive Technology
Sit and place fingers on the home row
Posture and home row position
By the annual IEP review date, at the start of a keyboarding lesson at a desk or table set to the student's height, the student will sit with feet supported, find the home-row bumps, and place each finger on its home key before typing, performing all 6 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected twice weekly.
Build speed on home-row keys
Home row keys
By the annual IEP review date, given a 1-minute timed drill of home-row letter patterns and short words on screen, the student will type the letters shown using the correct finger for each key independently at a rate of at least 45 letters correct per minute, in 3 of 4 consecutive weekly probes, as measured by timed probes collected weekly.
Reach to top and bottom row keys
Top and bottom row reaches
By the annual IEP review date, given a drill of words that use top-row and bottom-row letters, the student will type each word, reaching from the home row with the correct finger and returning to the home row independently with at least 90% accuracy on drill words typed correctly, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Copy printed text at a steady typing rate
Copying rate
By the annual IEP review date, given a printed passage at an easy reading level beside the keyboard, during a 3-minute timing (total divided by 3 for the per-minute rate), the student will type the passage as written for three minutes independently at a rate of at least 15 correct words per minute, in 3 of 4 consecutive weekly probes, as measured by timed probes collected weekly.
Key in numbers and common symbols
Numbers and symbols
By the annual IEP review date, given a list of numbers, dates, prices, and math expressions to type, the student will type each number and symbol correctly, using shift for the top symbols independently with at least 90% accuracy on numbers and symbols typed correctly, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Compose typed sentences from a picture prompt
Composing rate
By the annual IEP review date, given a picture prompt and 1 minute to plan, during a 3-minute typing timing (total divided by 3 for the per-minute rate), the student will type their own sentences about the prompt for three minutes independently at a rate of at least 10 correct words per minute, in 3 of 4 consecutive biweekly probes, as measured by timed probes 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.
Choose answers on a computer with switch scanning
Switch scanning for schoolwork
By the annual IEP review date, given a learning activity set up for scanning with 2 to 4 answer choices, using the student's switch at the chosen body site, the student will press the switch when the highlight reaches the chosen answer independently with at least 85% accuracy on intended choices selected, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Complete math work with a digital math tool
Digital math tools
By the annual IEP review date, during math class, given an assignment in a digital math tool with on-screen grids and math symbols, the student will enter each problem and their work in the digital math tool and submit the assignment independently, completing at least 85% of assigned math problems, across 4 consecutive weeks, as measured by work-sample analysis collected weekly.
Fill in digital worksheets and PDFs
Digital worksheets
By the annual IEP review date, given class worksheets as digital PDFs or forms in the learning platform, the student will open the file, type or dictate answers in each field, save, and submit it independently, completing at least 90% of assigned digital worksheets, across 4 consecutive weeks, as measured by work-sample analysis collected weekly.
Select targets on a computer with eye gaze
Eye-gaze computer access
By the annual IEP review date, given an eye-gaze system calibrated for the student and a learning activity with targets sized for their accuracy, the student will hold their gaze on the chosen target until it selects and move on to the next choice independently with at least 85% accuracy on intended targets selected, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Braille, low vision tools, orientation and mobility, hearing technology, auditory skills, sign communication, assistive technology, and keyboarding. Orthopedic Impairment covers conditions that affect movement, such as cerebral palsy or limb differences. Goals describe school tasks the student will access or complete, often with adapted equipment named in the condition, and they are typically written with the occupational or physical therapist.
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 1 goal here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 15 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 5 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 8 goals here
Frequently asked questions
What goals are written for students with an orthopedic impairment?
Mobility between classroom areas, fine motor access (using a keyboard, switch, or adapted pencil), positioning for work, self-care in the school day, and participation in PE. Academic goals use the student's access method in the condition.
Should equipment be named in the goal?
Yes, when the skill depends on it. 'Using a slant board and pencil grip' or 'with a walker' makes the measurement repeatable and shows what support is expected.
Which access skill goals fit students with orthopedic impairment?
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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