Vision, Hearing & Assistive Technology IEP goals for Other Health Impairment
19 vision, hearing & assistive technology templates across 1 skill: assistive technology use. Each opens in the builder with a matching data sheet.
19 templates · 1 skill · 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
Dictate a journal sentence with voice typing
Speech-to-text: early dictation
By the annual IEP review date, during journal writing, given a tablet with voice typing turned on and a picture prompt, the student will press the microphone, say a sentence clearly in phrases, stop the microphone, and check the words on the screen independently with at least 85% accuracy on dictated words transcribed as intended, in 3 of 4 consecutive weekly writing samples, as measured by work-sample analysis collected weekly.
Complete writing assignments with speech-to-text
Speech-to-text for assignments
By the annual IEP review date, during class writing assignments, given a device with speech-to-text and a quiet spot or headset microphone, the student will draft the assignment with speech-to-text, read or listen back, fix errors, and turn it in independently, completing at least 85% of assigned writing assignments, across 4 consecutive weeks, as measured by work-sample analysis collected weekly.
Fix dictation errors with voice commands
Editing dictated text
By the annual IEP review date, given a dictated paragraph of their own with recognition and punctuation errors, the student will listen back or reread the draft and fix each error with voice commands or the keyboard independently with at least 80% accuracy on dictation errors corrected, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
Write sentences with word prediction
Word prediction
By the annual IEP review date, during a typed writing task, given word prediction with speech on the word list, the student will type the first letters of each hard word, listen to or read the prediction list, and choose the right word independently with at least 90% accuracy on words spelled correctly in the final draft, in 3 of 4 consecutive biweekly writing samples, as measured by work-sample analysis collected every two weeks.
Plan writing in a digital graphic organizer
Digital graphic organizers
By the annual IEP review date, during the planning stage of a writing assignment, given a digital graphic organizer template, the student will fill in the digital organizer with a main idea and supporting details and move it into a draft independently, completing at least 85% of assigned planning organizers, across 4 consecutive weeks, as measured by work-sample analysis collected weekly.
Correct misspellings with spell check
Spell check
By the annual IEP review date, given a typed draft of their own with spelling errors flagged by spell check, the student will open each flagged word, listen to or read the suggestions, and choose the correct word independently with at least 85% accuracy on flagged words corrected to the intended word, in 3 of 4 consecutive biweekly writing samples, as measured by work-sample analysis collected every two weeks.
Braille, low vision tools, orientation and mobility, hearing technology, auditory skills, sign communication, assistive technology, and keyboarding. Other Health Impairment covers conditions that limit strength, vitality, or alertness, including ADHD, epilepsy, diabetes, and many chronic illnesses. The goals below address the school effects teams see most: attention, work completion, organization, and self-advocacy about health needs.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 8 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 5 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 5 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 1 goal here
Frequently asked questions
What conditions fall under Other Health Impairment?
IDEA lists examples such as asthma, ADHD, diabetes, epilepsy, heart conditions, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette syndrome. The condition must adversely affect educational performance for the student to qualify.
What goals are common under OHI?
Executive function goals (task initiation, sustained attention, assignment completion), organization and self-monitoring, and self-advocacy goals such as requesting a break or communicating a health need. Academic goals are added when assessment shows a need.
Which access skill goals fit students with other health 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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Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.