Vision, Hearing & Assistive Technology IEP goals for Visual Impairment
129 vision, hearing & assistive technology templates across 5 skills: orientation & mobility, low vision & visual efficiency, keyboarding & computer access, braille literacy, assistive technology use. Each opens in the builder with a matching data sheet.
129 templates · 5 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.
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.
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.
Braille, low vision tools, orientation and mobility, hearing technology, auditory skills, sign communication, assistive technology, and keyboarding. 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:
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 38 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 43 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 33 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 12 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 3 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)).
Which access skill goals fit students with visual 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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