O&M specialist Vision, Hearing & Assistive Technology IEP goals
39 vision, hearing & assistive technology templates tagged for the orientation and mobility specialist, across 4 skills: orientation & mobility, low vision & visual efficiency, braille literacy, auditory skills (Deaf & hard of hearing). Each opens in the builder with a matching data sheet.
39 templates · 4 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.
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.
Low Vision & Visual Efficiency Vision, Hearing & Assistive Technology
Use a glare strategy indoors and outdoors
Managing glare
By the annual IEP review date, when moving from indoors to bright sunlight, such as at recess, physical education, or dismissal, the student will put on prescribed tinted lenses or a visor, or move to a spot with less glare independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected twice weekly.
Find a seat in a crowded cafeteria
Visual search in busy spaces
By the annual IEP review date, when entering the cafeteria with a tray at lunch, the student will pause at the entrance, scan the room in sections, and walk to the group or free seat they chose independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected twice weekly.
Braille Literacy Vision, Hearing & Assistive Technology
Use braille signs and labels in the community
Functional braille in the community
By the annual IEP review date, during community lessons in public buildings with braille signs at doors and elevators, the student will find and read the braille sign or label and use the information to choose the right door, button, or item independently in at least 5 of 6 opportunities, across 3 consecutive community lessons, as measured by direct observation collected during each community lesson.
Auditory Skills (Deaf & Hard of Hearing) Vision, Hearing & Assistive Technology
Notice and locate warning sounds outdoors
Warning sounds in the community
By the annual IEP review date, during community outings, when a warning sound happens (such as a siren, car horn, or backup beeper), the student will stop, name the sound, point to where it is coming from, and tell what to do independently in 5 of 5 opportunities, across 3 consecutive community outings, as measured by direct observation collected during each community outing.
Braille, low vision tools, orientation and mobility, hearing technology, auditory skills, sign communication, assistive technology, and keyboarding. This goal bank for orientation and mobility specialists covers sighted guide, protective techniques, long cane skills, route travel, landmarks and mental maps, street crossings, and transit travel. Routes are written as task-analysis steps so any trained adult can record progress on learned routes.
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 20 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 17 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 2 goals here
Frequently asked questions
How do O&M specialists write measurable goals?
Name the route or technique, the setting, and the support, and score the route as steps. For example, traveling from homeroom to the cafeteria with a long cane, completing 10 of 10 steps independently.
Can other staff collect O&M data?
Yes, for routes the student has already learned, using the O&M specialist's checklist. New routes and street crossings stay with the O&M specialist.
When should O&M goals start?
Often early, with concept development and sighted guide for young children. The O&M evaluation shows what the student needs at each age.
IEP Atlas Pro
Turn these goals into progress reports
Pro tracks every goal on your caseload and drafts the report for you. Free for 14 days.
Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.