Functional & Independence Skills IEP goals for Visual Impairment
18 functional & independence skills templates across 7 skills: functional academics, functional routines, school-related independence, community & safety skills, leisure & recreation, daily living skills, preschool & kindergarten readiness. Each opens in the builder with a matching data sheet.
18 templates · 7 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.
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.
School-Related Independence Functional & Independence Skills
Find the correct classroom using a schedule
Navigating the school building
By the annual IEP review date, during passing periods between classes, using a printed class schedule with room numbers, the student will travel to the correct room for the next scheduled class by a direct route independently in at least 5 of 6 opportunities, on 3 consecutive observation days, as measured by direct observation collected two days per week.
Use text-to-speech to access a reading assignment
Using assistive technology
By the annual IEP review date, when assigned a digital reading passage or textbook section in class, the student will set up and use the text-to-speech tool to listen to the assigned text, performing at least 5 of 6 steps independently, on 4 of 5 consecutive reading assignments, as measured by a task-analysis checklist collected at each observed use, at least three per week.
Community & Safety Skills Functional & Independence Skills
Cross the street at a signalized crosswalk
Crossing at a signal
By the annual IEP review date, at a signalized crosswalk during a community-based instruction walk, the student will cross the street following the crosswalk routine with an adult walking behind, performing all 7 steps independently, on 4 of 5 consecutive crossings, as measured by a task-analysis checklist collected at each community walk (at least weekly).
Cross a street without a signal after checking for traffic
Crossing without a signal
By the annual IEP review date, at a residential street crossing without a signal during a community walk, the student will cross the street after stopping and checking for traffic in both directions with an adult walking behind, performing all 6 steps independently, on 4 of 5 consecutive crossings, as measured by a task-analysis checklist collected at each community walk (at least weekly).
Leisure & Recreation Functional & Independence Skills
Listen to music on headphones at set volume
Music, art and hobbies
By the annual IEP review date, during free time or a break, with a school device or their own music player, the student will set up their music with headphones, choose what to play, and keep the volume at the marked level, performing at least 5 of 6 steps independently, across 4 consecutive sessions, as measured by a task-analysis checklist collected twice weekly.
Practice an instrument for a set time
Music, art and hobbies
By the annual IEP review date, during home practice, with the music teacher's practice list, the student will continue practicing the pieces on their practice list independently for at least 15 minutes, on 4 of 5 practice days, as measured by duration recording collected from the weekly practice log.
Daily Living Skills Functional & Independence Skills
Pour a drink into a cup without spilling
Pouring a drink
By the annual IEP review date, at snack or lunch, given a small lidded pitcher half full of water and a cup on a tray, the student will independently pour the drink into the cup to the fill line and set the container down without spilling in at least 4 of 5 opportunities, on 3 of 4 consecutive data days, as measured by opportunity-by-opportunity data collected daily at snack or lunch.
Clean eyeglasses and put them on
Eyeglasses care
By the annual IEP review date, at arrival each morning, with a glasses case and a cleaning cloth in the backpack, the student will clean both lenses with the cloth, put the glasses on with both hands, and store the case, performing all 5 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily at arrival.
Preschool & Kindergarten Readiness Functional & Independence Skills
Hold a book upright and turn pages
Book handling
By the annual IEP review date, during library or book center time, given a board book or picture book, the student will hold the book right side up, open it from the front, and turn pages one at a time while looking at each picture, performing at least 4 of 5 steps independently, across 3 consecutive observed book times, as measured by a task-analysis checklist collected two book times per week.
Routines, daily living, functional academics, community safety, toileting, health, and leisure skills. 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 7 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 8 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 2 goals here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 1 goal 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)).
What functional skill goals fit students with visual impairment?
Daily living routines, school independence (arrival, materials, transitions), functional academics (money, time, schedules), community safety, and vocational readiness for older students, measured with task-analysis checklists and opportunity data.
How do I write a routine as a goal?
Break the routine into ordered steps, record which steps the student completes independently, and set the criterion as a number of steps across several sessions.
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