Social-Emotional & Communication IEP goals for Orthopedic Impairment
9 social-emotional & communication templates across 3 skills: play & social participation, self-advocacy, functional communication. Each opens in the builder with a matching data sheet.
9 templates · 3 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.
Play & Social Participation Social-Emotional & Communication
Use two-person outdoor equipment with a peer
Outdoor play with a peer
By the annual IEP review date, during outdoor play with a peer at two-person equipment (such as a seesaw, a wagon, a tire swing, a big ball), the student will play with a peer on two-person equipment (such as pulling the peer in the wagon or rolling the ball back and forth) independently for at least 5 minutes, across 3 consecutive observed outdoor sessions, as measured by duration recording collected twice weekly.
Take turns with a peer using a switch-adapted toy
Switch-adapted play with a peer
By the annual IEP review date, during play with a peer and a switch-adapted toy placed where the student can reach the switch, the student will activate the switch on their turn and then wait or signal for the peer to take a turn independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Self-Advocacy Social-Emotional & Communication
Report when they cannot see, hear, or reach what they need
Reporting an access problem
By the annual IEP review date, when they cannot hear the speaker, cannot see the board or materials, or their equipment is not working during instruction, the student will tell the adult what the problem is and what would fix it (such as "I can't hear you, can you turn on the mic?", "I can't see the board from here") independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected weekly through planned probes plus logged natural events.
Report a health need and ask for the related support
Health-related self-advocacy
By the annual IEP review date, when they notice To choose for the student: the symptom listed in their health plan (such as wheezing, shakiness, headache, tiredness) during the school day, the student will tell an adult the symptom and ask for the matching support (such as "My chest is tight, I need my inhaler," "I need to see the nurse") independently in at least 4 of 5 opportunities, across 2 consecutive monthly reviews, as measured by opportunity-by-opportunity data collected monthly, combining nurse logs and scenario probes.
Functional Communication Social-Emotional & Communication
Answer yes or no when asked about a want or need
Answering yes/no questions about wants
By the annual IEP review date, when asked a yes/no question about a want or need (such as "Do you want more?", "Do you need the bathroom?") during daily routines, the student will answer yes or no using their agreed form (head movement, sign, symbol, switch, or word) within 5 seconds independently in at least 8 of 10 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during snack and choice routines.
Send messages to a peer on their device during class activities
Messaging peers with AAC during shared activities
By the annual IEP review date, during partner or small-group activities in the general education classroom (such as a science task, an art project, a game), the student will send a message to a peer on their device (such as a comment, a question, a direction, or a joke) and wait for the peer's reply independently at least 5 times per 20-minute partner or small-group activity, on 4 of 5 observed activities, as measured by frequency recording collected twice weekly.
Self-advocacy, requesting help, peer interaction, conflict resolution, and regulation. 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 6 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 1 goal here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 1 goal here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 1 goal 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.
How are social-emotional goals measured for students with orthopedic impairment?
By opportunities in which the student used a taught skill, frequency of a behavior during a period, latency to use a strategy after a cue, or a rubric for multi-part skills. The behavior is defined so two observers would agree.
Should the goal name the strategy?
Yes, when the strategy is observable: 'request a break using a card' or 'state the problem and one solution'. That makes the goal countable and tells staff what to teach.
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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.