Middle School Vision, Hearing & Assistive Technology IEP goals
146 vision, hearing & assistive technology templates list middle school (grades 6 to 8) among their grade bands, across 8 skills: assistive technology use, low vision & visual efficiency, orientation & mobility, keyboarding & computer access, braille literacy, hearing technology self-management, sign language & visual communication, auditory skills (Deaf & hard of hearing). Each opens in the builder with a matching data sheet.
146 templates · 8 skills · 6–8 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Assistive Technology Use Vision, Hearing & Assistive Technology
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.
Set text-to-speech speed, voice, and highlighting
Text-to-speech setup
By the annual IEP review date, at the start of a reading assignment on the school device with the text-to-speech toolbar, the student will open the text-to-speech settings and set the voice, speed, and highlighting they prefer, then test on a line of text, performing all 6 steps independently, on 3 consecutive setups, as measured by a task-analysis checklist collected weekly.
Low Vision & Visual Efficiency Vision, Hearing & Assistive Technology
Use a handheld magnifier for small print
Handheld magnifier
By the annual IEP review date, during class work with small print the student cannot read without magnification, such as a map, a graph label, or a glossary, the student will take out the handheld magnifier, find the focal distance, and read the small print independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected twice weekly.
Set up a video magnifier
Video magnifier setup
By the annual IEP review date, given a desktop or portable video magnifier and a reading or worksheet task, the student will turn on the video magnifier and set the zoom, focus, and color mode they prefer before reading, performing all 7 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected twice weekly.
Orientation & Mobility Vision, Hearing & Assistive Technology
Pass through doorways with a guide
Sighted guide: narrow spaces and doors
By the annual IEP review date, when walking with a guide through a doorway, a crowded aisle, or between desks, the student will move behind the guide in single file when the guide signals a narrow space and open or close the door on their side, performing all 5 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected during each O&M lesson.
Use stairs with the cane and handrail
Stairs
By the annual IEP review date, when reaching a staircase on a school route, the student will find the first step with the cane, find the handrail, and climb or descend the stairs, finding the landing with the cane, performing all 7 steps independently, on 4 consecutive O&M lessons, as measured by a task-analysis checklist collected during each O&M lesson.
Keyboarding & Computer Access Vision, Hearing & Assistive Technology
Copy printed text at a steady typing rate
Copying rate
By the annual IEP review date, given a printed passage at an easy reading level beside the keyboard, during a 3-minute timing (total divided by 3 for the per-minute rate), the student will type the passage as written for three minutes independently at a rate of at least 15 correct words per minute, in 3 of 4 consecutive weekly probes, as measured by timed probes collected weekly.
Touch-type with the keyboard covered
Touch typing
By the annual IEP review date, given a short sentence read aloud or shown on screen, with a keyboard cover over the hands, the student will type each sentence by touch with the keyboard covered 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.
Braille Literacy Vision, Hearing & Assistive Technology
Spell dictated words in contracted braille
Braille spelling with contractions
By the annual IEP review date, given a list of dictated spelling words that include contractions and short-form words taught to date, with a braillewriter, the student will braille each dictated word using the correct contractions and short forms independently with at least 85% accuracy on dictated words brailled with correct contractions, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Answer questions after reading a braille passage
Reading comprehension in braille
By the annual IEP review date, given a contracted braille passage at the student's instructional level and 5 written questions in braille, the student will read the passage silently and answer each question in speech or in braille 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.
Hearing Technology Self-Management Vision, Hearing & Assistive Technology
Do a daily self-check of hearing devices
Daily self-check
By the annual IEP review date, at arrival each day, with the device, a battery tester or charge indicator, and a cleaning cloth, the student will check the battery, the earmold or coil, and the sound, and report any problem to the teacher of the deaf, performing all 6 steps independently, on 5 consecutive school days, as measured by a task-analysis checklist collected daily at arrival.
Hand the remote microphone to a new speaker
Handing off the remote microphone
By the annual IEP review date, when a guest speaker, specials teacher, or substitute is about to talk to the class, the student will bring the remote microphone to the speaker, ask them to wear it, and show where to clip it independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by frequency recording collected weekly.
Sign Language & Visual Communication Vision, Hearing & Assistive Technology
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.
Sit with a clear view of the interpreter
Positioning to see the interpreter
By the annual IEP review date, at the start of a lesson, assembly, or activity in a new space, the student will choose or ask for a seat where they can see the interpreter, the teacher, and the visual materials independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly.
Auditory Skills (Deaf & Hard of Hearing) Vision, Hearing & Assistive Technology
Repeat sentences heard in quiet
Open-set sentence repetition
By the annual IEP review date, given unfamiliar sentences of 4 to 7 words spoken at a normal level in a quiet room, with the speaker's mouth covered, the student will repeat each sentence they heard independently with at least 85% accuracy on key words repeated correctly, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Combine speechreading and listening for words
Speechreading with listening
By the annual IEP review date, given spoken phrases with a clear view of the speaker's face in good lighting, at 3 to 6 feet, the student will repeat or write each phrase using both listening and speechreading independently with at least 85% accuracy on phrases identified, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Middle school vision, hearing & assistive technology goals account for multiple teachers, changing classes, and more independent work. They often pair the skill with a strategy or tool, and the data can be collected across settings by different staff or by the student.
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 47 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 10 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 30 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 49 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 10 goals here
Frequently asked questions
How are vision, hearing & assistive technology goals measured across several middle school classes?
By defining the task and the observation period so any teacher can use the same sheet, or by work samples collected from more than one class. Student self-monitoring with a weekly check is common.
Should middle school goals include study skills?
When assessment shows that organization, planning, or test preparation limits the student's progress, yes. Those goals are measured with task-analysis checklists and percent of assignments completed.
When does transition planning start?
The IEP in effect when the student turns 16 must include postsecondary goals and transition services, and many states start at 14. Middle school goals can build the self-advocacy and independence those plans rely on.
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