Grades 3-5 Vision, Hearing & Assistive Technology IEP goals
128 vision, hearing & assistive technology templates list grades 3 to 5 among their grade bands, across 8 skills: low vision & visual efficiency, assistive technology use, hearing technology self-management, braille literacy, keyboarding & computer access, auditory skills (Deaf & hard of hearing), orientation & mobility, sign language & visual communication. Each opens in the builder with a matching data sheet.
128 templates · 8 skills · 3–5 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Low Vision & Visual Efficiency Vision, Hearing & Assistive Technology
Read print with a stand magnifier
Stand magnifier
By the annual IEP review date, given a classroom reader or worksheet in regular print and the student's stand magnifier, the student will place the magnifier flat on the page, move it along the line, and read the line aloud, performing all 6 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected twice weekly.
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.
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.
Hearing Technology Self-Management Vision, Hearing & Assistive Technology
Store devices in a drying kit
Device storage
By the annual IEP review date, at dismissal or before swim or water play, with the device case and drying kit in the student's bag, the student will take off the device, open the battery door or turn it off, and place it in the drying kit, performing all 5 steps independently, on 5 consecutive school days, as measured by a task-analysis checklist collected daily at dismissal.
Test and change a hearing aid battery
Changing batteries
By the annual IEP review date, during the morning device check, with a battery tester and spare batteries, the student will test the battery, and if it is low, take out the old one, add a new one with the correct side up, and close the door, performing all 7 steps independently, on 4 of 5 consecutive checks, as measured by a task-analysis checklist collected daily during the device check.
Braille Literacy Vision, Hearing & Assistive Technology
Load paper and set up the braillewriter
Braillewriter setup
By the annual IEP review date, given a braillewriter with the paper rest and a sheet of braille paper at the student's work area, the student will load the paper and set the braillewriter to the first writing line, performing at least 7 of 8 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected twice weekly.
Use both hands and a smooth return sweep
Braille reading hand movements
By the annual IEP review date, given a double-spaced braille passage of at least 10 lines at the student's instructional level, the student will read the passage using both hands, with light touch and the left hand finding the next line while the right hand finishes the line, performing at least 5 of 6 steps independently, on 3 of 4 consecutive weekly observations, as measured by direct observation collected weekly.
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.
Sit and place fingers on the home row
Posture and home row position
By the annual IEP review date, at the start of a keyboarding lesson at a desk or table set to the student's height, the student will sit with feet supported, find the home-row bumps, and place each finger on its home key before typing, performing all 6 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected twice weekly.
Auditory Skills (Deaf & Hard of Hearing) Vision, Hearing & Assistive Technology
Tell apart words that differ by one consonant
Discrimination: consonants
By the annual IEP review date, given 2 or 3 pictures of words that differ by one consonant, with the speaker's mouth covered, the student will point to the picture of the word heard independently with at least 85% accuracy on consonant contrasts, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Follow class directions heard through the microphone
Following directions in class
By the annual IEP review date, during general education lessons, when the teacher wearing the remote microphone gives a direction to the class, the student will independently start the direction without needing a peer model or a repeat in at least 8 of 10 opportunities, on 4 of 5 observed days, as measured by direct observation collected twice weekly.
Orientation & Mobility Vision, Hearing & Assistive Technology
Use upper and lower body protection
Protective techniques
By the annual IEP review date, when traveling through an unfamiliar room, an open area, or a space with furniture moved, the student will raise the forearm across the body at shoulder height or lower the hand in front of the hips to protect the body while moving independently in 5 of 5 opportunities, on 4 consecutive observed days, as measured by direct observation collected during each O&M lesson.
Travel from the classroom to the cafeteria
School route travel
By the annual IEP review date, when the class goes to lunch, starting from the classroom door, the student will travel the route using the taught technique and landmarks and arrive at the destination, performing all 7 steps independently, on 5 consecutive school days, as measured by a task-analysis checklist collected daily during the route.
Sign Language & Visual Communication Vision, Hearing & Assistive Technology
Read fingerspelled words
Receptive fingerspelling
By the annual IEP review date, given short familiar words fingerspelled at a slow, steady pace by a signing adult, the student will write, point to in print, or sign the word that was fingerspelled independently with at least 80% accuracy on fingerspelled words read, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Sign the key vocabulary for a class unit
Topic vocabulary in sign
By the annual IEP review date, given pictures or printed words for 10 to 15 key words in the current unit, the student will sign or fingerspell each key word and explain it in ASL independently with at least 80% accuracy on unit words signed, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly during each unit.
Grades 3 to 5 vision, hearing & assistive technology goals build on foundational skills and begin to use longer tasks, multi-step work, and independence as the target. Measurement shifts toward curriculum-based probes, work samples, and rubrics the student can see.
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 25 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 54 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 9 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 35 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 5 goals here
Frequently asked questions
What changes in vision, hearing & assistive technology goals between the early and upper elementary grades?
Tasks get longer and more independent, and the support level in the goal moves from prompts toward checklists and self-monitoring. The measure often changes too, from direct observation to work samples and probes.
Can an upper elementary goal include self-monitoring?
Yes. Students at this age can check their own work or rate their own behavior, and the goal can measure both the skill and the accuracy of the self-rating.
How do I set a criterion for a grade 3 to 5 student working below grade level?
Use the student's baseline on the measure and expected growth for that measure, not the grade-level benchmark. The goal should be ambitious for the student, as Endrew F. requires, and reachable within the year.
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