Vision, Hearing & Assistive Technology IEP goals for Traumatic Brain Injury
39 vision, hearing & assistive technology templates across 3 skills: assistive technology use, keyboarding & computer access, low vision & visual efficiency. Each opens in the builder with a matching data sheet.
39 templates · 3 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.
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.
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.
Keyboarding & Computer Access Vision, Hearing & Assistive Technology
One-handed typing at a working rate
One-handed keyboarding
By the annual IEP review date, given a printed passage at an easy reading level, during a 3-minute timing (total divided by 3 for the per-minute rate), using a standard or one-handed keyboard, the student will type the passage with one hand from the one-handed home position independently at a rate of at least 12 correct words per minute, in 3 of 4 consecutive biweekly probes, as measured by timed probes collected every two weeks.
Turn on sticky keys and other keyboard settings
Keyboard accessibility settings
By the annual IEP review date, given a school device with keyboard accessibility settings and the student's list of preferred settings, the student will open the keyboard accessibility settings, turn on the ones they use, and test them, performing all 5 steps independently, on 3 consecutive device setups, as measured by a task-analysis checklist collected monthly.
Low Vision & Visual Efficiency Vision, Hearing & Assistive Technology
Scan a worksheet row by row
Visual scanning on a page
By the annual IEP review date, given a worksheet with 10 target pictures or words scattered among other items, in the student's preferred print size, the student will scan the page left to right and top to bottom and mark each target independently with at least 90% accuracy on targets found on the page, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Scan toward the side of field loss
Scanning for field loss
By the annual IEP review date, given a page or a screen with targets placed across the whole width, the student will turn their head or eyes toward the side of field loss to check the whole page and mark each target independently with at least 90% accuracy on targets found on the side of field loss, in 3 of 4 consecutive weekly probes, 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. After a brain injury, the skills most affected at school are often memory, attention, organization, processing speed, and regulation, and they can change quickly during recovery. Goals here use strategies the student can learn and data that can be reviewed often.
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 19 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 8 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 1 goal here
Frequently asked questions
How often should goals be reviewed after a brain injury?
Recovery can be faster than the annual IEP cycle. Teams often set shorter review points and reconvene when data shows the goal is met or no longer fits. IDEA allows the IEP to be revised at any time (34 CFR 300.324(b)).
What goals are common for students with TBI?
Working memory strategies, task initiation, following multi-step directions, organization with checklists or planners, sustained attention, and emotional regulation. Academic goals target the specific skills the injury affected.
Which access skill goals fit students with traumatic brain injury?
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.
IEP Atlas Pro
Turn these goals into progress reports
Pro tracks every goal on your caseload and drafts the report for you. Free for 14 days.
Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.