General educator Vision, Hearing & Assistive Technology IEP goals
19 vision, hearing & assistive technology templates tagged for the general education teacher (co-teaching), across 6 skills: braille literacy, low vision & visual efficiency, hearing technology self-management, auditory skills (Deaf & hard of hearing), sign language & visual communication, assistive technology use. Each opens in the builder with a matching data sheet.
19 templates · 6 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.
Braille Literacy Vision, Hearing & Assistive Technology
Read and write braille numbers
Braille numbers
By the annual IEP review date, given braille number cards and math worksheets with numbers up to the range taught, the student will read each braille number aloud independently with at least 90% accuracy on braille numbers read or written, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Braille own name on class work
Functional braille writing
By the annual IEP review date, during independent work, when a brailled assignment is finished, the student will braille their name at the top of the page before turning in the work independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected daily.
Low Vision & Visual Efficiency Vision, Hearing & Assistive Technology
Ask to see materials up close
Requesting a closer view
By the annual IEP review date, during whole-group lessons when the teacher shows a picture, an object, or a page, the student will raise a hand or say that they cannot see and ask to move closer or hold the item independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected twice weekly.
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.
Hearing Technology Self-Management Vision, Hearing & Assistive Technology
Remind the teacher to turn on the microphone
Remote microphone use
By the annual IEP review date, at the start of a lesson when the teacher begins talking without the remote microphone on, the student will tell or sign to the teacher that the microphone is off or not being worn independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected twice weekly.
Turn on captions for class videos
Captions for class media
By the annual IEP review date, when watching an assigned video on their own device during independent work, the student will turn on captions before the video starts or ask the teacher to turn them on 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
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.
Act on intercom announcements
Listening to announcements
By the annual IEP review date, when a morning or afternoon announcement includes information for the student's class or group, the student will act on the announcement or check its content with the teacher or a written copy independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly.
Sign Language & Visual Communication Vision, Hearing & Assistive Technology
Join class discussion through an interpreter
Discussion through an interpreter
By the annual IEP review date, during a whole-class discussion with an interpreter voicing the student's comments, the student will signal the teacher for a turn and make a comment or ask a question in ASL that the interpreter voices independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly.
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.
Braille, low vision tools, orientation and mobility, hearing technology, auditory skills, sign communication, assistive technology, and keyboarding. This goal bank for general education and co-teaching classrooms covers the goals most often measured in class: reading, writing, and math skills, task initiation, sustained attention, assignment completion, classroom expectations, and self-advocacy. Conditions name ordinary classroom routines so data fit a lesson.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
Frequently asked questions
Does a general education teacher have to attend the IEP meeting?
The IEP team includes at least one of the student's regular education teachers if the student is, or may be, taking part in the regular education environment (34 CFR 300.321(a)(2)). That teacher helps decide supports and behavior interventions that fit the class.
How can a general education teacher collect IEP data?
Use a short sheet for one goal at a time, collected during a routine part of the lesson. The special educator and the general teacher agree on who collects which data and when.
What is the difference between an accommodation and a goal?
An accommodation changes how the student accesses or shows learning, like extended time or read-aloud. A goal is a skill the student will learn, measured over the year.
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