Speech & Language IEP goals for Orthopedic Impairment
38 speech & language templates across 3 skills: AAC & augmentative communication, voice, expressive language. Each opens in the builder with a matching data sheet.
38 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.
AAC & Augmentative Communication Speech & Language
Answer yes and no with a symbol, sign, or gesture
Yes and no
By the annual IEP review date, given 20 yes/no questions about preferences with the item shown (such as "Do you want the ball?" while holding the ball), the student will answer yes or no using their established response (symbol, sign, head movement, or eye gaze) so that the answer matches what they then accept or reject independently with at least 85% accuracy on yes/no responses matching the student's choice, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected three times weekly.
Find a word on the device by navigating to its folder
Device navigation
By the annual IEP review date, given 20 spoken words from the device's vocabulary that are two hits away from the home page (such as "Find 'apple'"), the student will navigate to the folder and select the word independently with at least 85% accuracy on words located on the device, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected weekly.
Voice Speech & Language
Say a full sentence on one breath with a breath at each phrase
Breath support and phrasing
By the annual IEP review date, given 20 sentences of 8 to 10 words to read or repeat, the student will independently say each sentence on one breath without running out of air before the end with at least 85% accuracy on sentences produced with planned breaths, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Produce oral and nasal sounds with the matching resonance
Oral and nasal resonance contrast
By the annual IEP review date, given 20 consonant-vowel syllable pairs alternating oral and nasal consonants (such as "ba ma", "do no"), the student will produce the nasal sounds with nasal resonance and the oral sounds with oral resonance independently with at least 90% accuracy on oral and nasal productions with the matching resonance, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Expressive Language Speech & Language
Share a prepared class message using AAC
Expressive language through AAC
By the annual IEP review date, during a class presentation, discussion, or project share, given time beforehand to compose a 3- to 5-sentence message on their device, the student will compose a message of 3 to 5 sentences on their device that states a topic and gives details, and deliver it to the group independently, earning a score of at least 7 out of 9 on a 3-row AAC message rubric scored 0 to 3 per row, on 3 of 4 monthly presentations, as measured by a defined scoring rubric collected monthly.
Articulation, phonology, expressive and receptive language, pragmatics, fluency, and voice. 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:
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 2 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 10 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 17 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 3 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 5 goals 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.
What speech and language goals are common for students with orthopedic impairment?
Expressive and receptive language, pragmatics, articulation or intelligibility, and AAC, depending on the evaluation. Goals are measured trial by trial or by percent accuracy in a session, with a generalization step when needed.
Who writes the goal?
The speech-language pathologist drafts it from the evaluation and the IEP team adopts it. Teachers and families contribute information about communication outside therapy.
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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.