Grades K-2 Vision, Hearing & Assistive Technology IEP goals
86 vision, hearing & assistive technology templates list kindergarten to grade 2 among their grade bands, across 8 skills: auditory skills (Deaf & hard of hearing), braille literacy, sign language & visual communication, orientation & mobility, hearing technology self-management, low vision & visual efficiency, assistive technology use, keyboarding & computer access. Each opens in the builder with a matching data sheet.
86 templates · 8 skills · K–2 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Auditory Skills (Deaf & Hard of Hearing) Vision, Hearing & Assistive Technology
Turn toward own name spoken from behind
Detection: own name
By the annual IEP review date, when an adult says the student's name at a normal voice level from behind, during quiet play, the student will turn toward the speaker or respond by voice or sign after their name is called independently within 3 seconds, on 4 of 5 observed days, as measured by latency recording collected daily during play.
Tell long sounds from short sounds
Discrimination: duration and pattern
By the annual IEP review date, given pairs of sounds that differ in length or pattern (such as a long ahhh versus short bop bop bop) with the speaker's mouth covered, and two toys or pictures that stand for them, the student will choose the toy or picture that matches the sound pattern heard independently with at least 85% accuracy on sound patterns matched, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected each session with the teacher of the deaf.
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.
Sign Language & Visual Communication Vision, Hearing & Assistive Technology
Get a person's attention the visual way
Getting attention visually
By the annual IEP review date, during play and routines, when the child wants to tell an adult or peer something, the student will get the partner's attention by tapping their shoulder or arm, waving in view, or tapping the table, then wait for them to turn before signing independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected daily during play.
Sign the names of familiar objects and actions
Early sign vocabulary
By the annual IEP review date, given pictures or real objects of familiar items and actions from daily routines, the student will sign the name of the object or action independently with at least 80% accuracy on target signs produced, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
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.
Hearing Technology Self-Management Vision, Hearing & Assistive Technology
Tell an adult a hearing device is off
Reporting a device that is off
By the annual IEP review date, when a hearing aid or processor falls off, stops working, or is switched off during the preschool day, the student will tell or show an adult that the device is off, using words, a sign, a gesture, or a picture card independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by frequency recording collected daily and reviewed weekly.
Put on hearing aids or a processor
Putting devices on
By the annual IEP review date, at arrival or after nap, with the device and its case at the child's spot, the student will take the device from the case, place it on the correct ear, and seat the earmold or coil, performing at least 5 of 6 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected daily during arrival.
Low Vision & Visual Efficiency Vision, Hearing & Assistive Technology
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.
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.
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.
Keyboarding & Computer Access Vision, Hearing & Assistive Technology
Enter own name and login on a keyboard
Typing name and login
By the annual IEP review date, at the start of computer time, given a login card with their username and a printed model of their name, the student will type their first and last name with a capital letter at the start of each independently with at least 90% accuracy on letters typed correctly, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
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.
In kindergarten through grade 2, vision, hearing & assistive technology goals target foundational skills and are measured with short probes, word lists, or direct observation that fit a young student's attention span. Criteria usually use small item sets and frequent checks.
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 29 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 36 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 17 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 2 goals here
- Latency trackerTimes the gap between a cue and the start of the response.Used by 1 goal here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 1 goal here
Frequently asked questions
How are vision, hearing & assistive technology goals measured in the early grades?
With brief, repeatable measures: a one-minute probe, a 10-item set, or a few observed opportunities per day. The goal's mastery rule states how many measurements must meet the criterion.
Should early-grade goals be tied to grade-level standards?
Goals come from the student's present levels and should enable progress in the general curriculum, but the criterion is set from baseline data, not copied from a standard. The standard can inform what skill to target.
How many goals should a K-2 student have?
One per area of need identified in the evaluation. Young students often have goals across several areas (communication, early literacy, self-regulation), so keeping each goal to one measure keeps data collection realistic.
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