IEP goals for Visual Impairment
237 templates across 44 skills in 10 areas, led by vision, hearing & assistive technology, transition & postsecondary skills, and functional & independence skills. Open any goal to set the baseline and target from your own data, then print the matching data sheet.
237 templates · 44 skills · Pre-K, K–2, 3–5, 6–8, 9–12 · How we write and review goals
Top skills
The 8 most relevant skills, with sample goals. Numbers are illustrative; set targets from the student's own baseline.
Orientation & Mobility Vision, Hearing & Assistive Technology
Walk with a sighted guide
Sighted guide
By the annual IEP review date, when walking with a familiar adult or peer guide from the classroom to another room in the school, the student will take the guide's arm with the guide grip and walk a half step behind, following the guide's turns and stops, performing all 5 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected during each O&M lesson.
Trail a wall to a familiar door
Trailing
By the annual IEP review date, when asked to go from the classroom door to the bathroom or another door along the same hallway wall, the student will trail the wall with the back of the fingers held slightly ahead of the body and stop at the target door independently in 5 of 5 opportunities, on 4 consecutive observed days, as measured by direct observation collected during each O&M lesson and daily classroom routines.
Low Vision & Visual Efficiency Vision, Hearing & Assistive Technology
Turn toward and reach for a high-contrast object
Visual attention and reaching
By the annual IEP review date, given a preferred object in the child's best-seen color presented against a plain black or white background within reach, the student will turn their head or eyes toward the object and reach for it independently in at least 7 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected during each TVI session.
Find a named item on a contrasting tray
Early visual search
By the annual IEP review date, given 3 familiar objects on a high-contrast tray, with one named by the adult, the student will scan the items and pick up the one named independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected during each TVI session.
Keyboarding & Computer Access Vision, Hearing & Assistive Technology
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.
Braille Literacy Vision, Hearing & Assistive Technology
Track a braille line from left to right
Tactile tracking
By the annual IEP review date, given a tactile worksheet of double-spaced raised lines, during a short TVI session, the student will independently move the fingertips of both hands along the line from the left margin to the end without lifting off the line in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected each TVI session.
Match tactile shapes and dot patterns
Tactile discrimination
By the annual IEP review date, given a row of 4 raised shapes or braille cells, with one that matches a target at the left of the row, the student will find and touch the item in the row that matches the target independently with at least 85% accuracy on matching and odd-one-out rows, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Community Access & Travel Transition & Postsecondary Skills
Board a city bus and find a seat
Riding a bus route with a travel plan
By the annual IEP review date, when the bus arrives at the stop on a class trip or family ride, with an adult beside the student holding the fare, the student will board the bus, pay or show the fare, and sit or hold a pole before it moves, performing at least 4 of 5 steps independently, on 3 consecutive bus rides, as measured by a task-analysis checklist collected at each bus ride.
Tap a transit card to board
Transit fares
By the annual IEP review date, when boarding a city bus or entering a rail station on a travel-training trip, with the student's transit card, the student will tap or scan the fare and check that it was accepted before moving on, performing at least 5 of 6 steps independently, on 4 consecutive rides, as measured by a task-analysis checklist collected at each ride.
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.
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.
Functional Academics Functional & Independence Skills
Use aisle signs to locate an item in a store
Using aisle signs and store directories
By the annual IEP review date, given a shopping list of 5 items during a community-based instruction trip to a grocery or discount store, the student will use the aisle signs to find the correct aisle for each item independently in at least 4 of 5 opportunities, across 3 consecutive shopping trips, as measured by direct observation collected at each community trip or mock store session (at least twice monthly).
Enter numbers on a keypad from a card
Reading and entering numbers
By the annual IEP review date, given a practice keypad or phone dial screen and 10 number cards of 4 to 10 digits, the student will enter each number on the keypad in order and check it on the screen before pressing enter independently with at least 90% accuracy on numbers entered correctly, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Functional Routines Functional & Independence Skills
Find the assigned spot in specials classes
Going to specials classes
By the annual IEP review date, when the class arrives at the art, music, or PE room and each student has an assigned seat or floor spot, the student will enter the specials room and go to the assigned spot before the lesson begins independently in at least 9 of 10 opportunities, across 2 consecutive weeks of specials, as measured by direct observation collected at every specials class, summarized every ten classes.
All 44 skills
Every skill with goals for this group, by area. The number is how many of its goals are tagged here.
Vision, Hearing & Assistive Technology
Transition & Postsecondary Skills
Functional & Independence Skills
Motor & Sensory Skills (OT, PT & Adapted PE)
Math
Executive Function
Science, Social Studies & Digital Literacy
Reading
Social-Emotional & Communication
Goals for access, orientation, functional vision tasks, and independence. Goals for students with a visual impairment, including blindness, cover access to print and digital materials, orientation and mobility, functional vision tasks, and the expanded core curriculum skills that sighted peers learn incidentally. Each goal names the medium and tools the student uses.
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 82 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 15 goals here
- Reading fluency trackerWords attempted, errors, words correct per minute, and accuracy for each probe.Used by 1 goal here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 61 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 71 goals here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 3 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 4 goals here
Frequently asked questions
What is the expanded core curriculum?
A set of skill areas specific to students with visual impairments, including compensatory access skills (braille, assistive technology), orientation and mobility, independent living, social interaction, and self-determination. IEP goals often come from these areas.
Should the goal name braille or large print?
Yes, in the condition, so the measure is consistent. IDEA requires the team to provide braille instruction unless the evaluation shows it is not appropriate (34 CFR 300.324(a)(2)(iii)).
Who writes these goals?
A teacher of students with visual impairments, with an orientation and mobility specialist for travel goals, in collaboration with the classroom team.
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.