Vision, Hearing & Assistive Technology IEP goals for Specific Learning Disability
52 vision, hearing & assistive technology templates across 2 skills: keyboarding & computer access, assistive technology use. Each opens in the builder with a matching data sheet.
52 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
Use the space bar, shift, and backspace keys
Function keys
By the annual IEP review date, given a short sentence to copy into a word processor, the student will type the sentence with a space between words, shift for the capital, and backspace to fix errors independently with at least 85% accuracy on function key uses, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected 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.
Touch-type with the keyboard covered
Touch typing
By the annual IEP review date, given a short sentence read aloud or shown on screen, with a keyboard cover over the hands, the student will type each sentence by touch with the keyboard covered independently with at least 90% accuracy on letters typed correctly, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis 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.
Assistive Technology Use Vision, Hearing & Assistive Technology
Open a digital book and start read-aloud
Text-to-speech: opening a digital book
By the annual IEP review date, during independent reading time, given a tablet with a digital library app and the student's login, the student will log in, find the assigned book, open it, and turn on read-aloud with word highlighting, performing at least 6 of 7 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected twice weekly.
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.
Choose words from a picture word bank
Word banks and early word prediction
By the annual IEP review date, during a writing task on a tablet or computer, with an on-screen picture word bank for the topic, the student will type the first letter or open the word bank and choose the word they want independently in at least 6 of 8 opportunities, on 4 of 5 observed days, as measured by direct observation collected twice weekly.
Use text-to-speech to read grade-level text
Text-to-speech for grade-level text
By the annual IEP review date, given a grade-level science or social studies passage in a digital format with text-to-speech and 5 comprehension questions, the student will use text-to-speech to read the passage, rereading parts as needed, and answer the questions independently with at least 80% accuracy on comprehension questions, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
Set text-to-speech speed, voice, and highlighting
Text-to-speech setup
By the annual IEP review date, at the start of a reading assignment on the school device with the text-to-speech toolbar, the student will open the text-to-speech settings and set the voice, speed, and highlighting they prefer, then test on a line of text, performing all 6 steps independently, on 3 consecutive setups, as measured by a task-analysis checklist 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.
Braille, low vision tools, orientation and mobility, hearing technology, auditory skills, sign communication, assistive technology, and keyboarding. Specific learning disability is the IDEA category for students whose disability affects reading, writing, math, listening, or speaking, and the goals that follow are the academic goals teams write most: decoding, fluency, comprehension, written expression, spelling, and math. Each one is measured with a short probe that matches the skill, so progress shows up between report cards.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 10 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 23 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 10 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 1 goal 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 IEP goals are common for students with a specific learning disability?
Goals usually target the academic skill the evaluation shows is limiting progress, such as decoding, reading fluency, written expression, or math computation. Many students also have a study skills or self-advocacy goal so they can use their accommodations. The team chooses from present levels, not from the label.
How are learning disability goals measured?
With curriculum-based measures and short probes: words correct per minute for fluency, accuracy on word lists or problem sets, and rubrics for writing. Weekly or biweekly probes give a clear trend before each progress report.
Which access skill goals fit students with specific learning disability?
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.