High School Vision, Hearing & Assistive Technology IEP goals
108 vision, hearing & assistive technology templates list high school (grades 9 to 12) among their grade bands, across 8 skills: low vision & visual efficiency, orientation & mobility, assistive technology use, hearing technology self-management, keyboarding & computer access, braille literacy, sign language & visual communication, auditory skills (Deaf & hard of hearing). Each opens in the builder with a matching data sheet.
108 templates · 8 skills · 9–12 · 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
Use a tablet camera to view the board
Tablet camera for distance viewing
By the annual IEP review date, during a lesson with notes, slides, or a demonstration at the front of the room, with a tablet and a camera or magnifier app, the student will aim the tablet camera, zoom to read the board or slide, and take a photo of it to review later independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected twice 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.
Orientation & Mobility Vision, Hearing & Assistive Technology
Reorient after getting lost on a route
Reorientation
By the annual IEP review date, when they realize they are off a familiar route at school or in the community, the student will stop, search for a known landmark or clue, and use it to return to the route or ask for help, performing all 6 steps independently, on 3 consecutive planned drop-offs, as measured by a task-analysis checklist collected during O&M lessons, at least twice a month.
Accept or decline offers of help politely
Accepting and declining assistance
By the annual IEP review date, when a peer, staff member, or member of the public offers help or takes the student's arm during travel, the student will say whether they want help, then either show the person how to guide them or thank them and keep traveling independently in 4 of 4 opportunities, across 3 consecutive O&M lessons, as measured by direct observation collected during each O&M lesson.
Assistive Technology Use Vision, Hearing & Assistive Technology
Choose answers on a computer with switch scanning
Switch scanning for schoolwork
By the annual IEP review date, given a learning activity set up for scanning with 2 to 4 answer choices, using the student's switch at the chosen body site, the student will press the switch when the highlight reaches the chosen answer independently with at least 85% accuracy on intended choices selected, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Read assigned books in an accessible format
Audiobooks and accessible formats
By the annual IEP review date, when a class novel or reading assignment is given, with the book available in the student's accessible-format library, the student will download or open the assigned book in the accessible format and read or listen to the assigned pages independently in at least 4 of 5 opportunities, across 4 consecutive weeks, as measured by direct observation collected weekly.
Hearing Technology Self-Management Vision, Hearing & Assistive Technology
Choose a seat that helps listening
Requesting listening seating
By the annual IEP review date, when choosing a seat in class, group work, assemblies, or the cafeteria, the student will choose or ask for a seat away from noise sources, near the speaker, with their stronger ear toward the speaker independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly.
Explain the parts of own audiogram
Reading own audiogram
By the annual IEP review date, given a copy of their own audiogram and a set of questions from the teacher of the deaf, the student will find pitch and loudness on the audiogram, mark their own results, and tell which speech sounds are hard to hear independently with at least 80% accuracy on audiogram questions, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
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.
Type sentences heard from audio
Typing from dictation
By the annual IEP review date, given recorded sentences played at a steady pace, during a 3-minute timing (total divided by 3 for the per-minute rate), the student will type each sentence they hear independently at a rate of at least 16 correct words per minute, in 3 of 4 consecutive biweekly probes, as measured by timed probes collected every two weeks.
Braille Literacy Vision, Hearing & Assistive Technology
Proofread and correct own braille writing
Proofreading braille
By the annual IEP review date, given a draft the student wrote in braille in the past week, with a braillewriter eraser or a notetaker, the student will read the draft line by line, mark each code or spelling error, and correct it independently with at least 75% accuracy on errors found and corrected, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
Navigate a digital text on a braille display
Refreshable braille display
By the annual IEP review date, given a digital textbook chapter with headings, opened on a refreshable braille display paired with a computer or tablet, the student will carry out each requested navigation task, such as moving to the next heading, finding a named section, or reading a table row independently with at least 85% accuracy on navigation tasks completed, in 3 of 4 consecutive biweekly probes, as measured by opportunity-by-opportunity data collected every two weeks.
Sign Language & Visual Communication Vision, Hearing & Assistive Technology
Find the sign for a new word
Finding new signs
By the annual IEP review date, when reading a text with a new word that has a common sign, the student will look up the word in an ASL dictionary app or ask a signing adult, then sign the word and use it in a sentence independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected weekly.
Give a short class presentation in ASL
Signed presentations
By the annual IEP review date, during a class presentation of 2 to 3 minutes on a researched topic, with an interpreter voicing, the student will present the topic in ASL with an opening, main points, examples, and a closing independently, earning a score of at least 10 out of 12 on a 4-row ASL presentation rubric scored 0 to 3 per row, in 2 of 3 consecutive presentations, as measured by a defined scoring rubric collected with each class presentation.
Auditory Skills (Deaf & Hard of Hearing) Vision, Hearing & Assistive Technology
Use a repair strategy for a missed word
Listening repair strategies
By the annual IEP review date, during conversation or instruction, when they miss a key word or part of a message, the student will use a specific repair (such as asking for the key word, asking to spell it, or asking the speaker to say it another way) independently in at least 4 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Note key points from a recorded lecture
Listening to lectures
By the annual IEP review date, given a 5-minute recorded lecture streamed to the student's devices, with captions off for the probe, the student will write the key points of the lecture in notes independently with at least 75% accuracy on key points recorded, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
High school vision, hearing & assistive technology goals point toward life after school: independence, self-advocacy, and skills used in courses, jobs, and the community. Conditions name realistic materials and settings, and many goals are written so the student collects part of the data.
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 27 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 26 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 7 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 42 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 6 goals here
Frequently asked questions
How do vision, hearing & assistive technology goals connect to transition planning in high school?
Annual goals should support the student's measurable postsecondary goals for education, employment, and independent living (34 CFR 300.320(b)). A skill goal can be written in the context of a course, a job site, or a daily living routine.
Can a high school student help write their own goals?
Yes, and the student must be invited to IEP meetings where transition is discussed. Student-chosen goals with self-monitoring tend to be measured more consistently.
How are high school goals measured when the student has many teachers?
With work samples, percent of assignments completed, rubrics, or self-monitoring checklists reviewed weekly by the case manager. The goal should say who records the data and where.
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