OT Vision, Hearing & Assistive Technology IEP goals
22 vision, hearing & assistive technology templates tagged for the occupational therapist, across 3 skills: keyboarding & computer access, low vision & visual efficiency, assistive technology use. Each opens in the builder with a matching data sheet.
22 templates · 3 skills · 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.
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.
Low Vision & Visual Efficiency Vision, Hearing & Assistive Technology
Set work at a comfortable viewing distance
Working distance and reading stands
By the annual IEP review date, during independent reading and writing tasks, with a slant board or reading stand at the desk, the student will independently place the page or book on the slant board or stand and adjust it so they can see without bending over the desk in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected twice weekly.
Write on bold-line paper with a dark marker
Writing with low vision
By the annual IEP review date, given bold-line paper and a dark felt-tip pen, during a writing task, the student will write the words with letters sitting on the bold line and spaces they can see between words independently with at least 85% accuracy on words placed on the line and readable by the student, in 3 of 4 consecutive weekly writing samples, as measured by work-sample analysis collected weekly.
Assistive Technology Use Vision, Hearing & Assistive Technology
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.
Select answers through a keyguard
Touch screen with a keyguard
By the annual IEP review date, given a tablet with a keyguard and touch accommodations set, during a learning app activity with 4 to 6 answer buttons, the student will touch the chosen answer button once through the keyguard independently with at least 90% accuracy on intended buttons selected, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Braille, low vision tools, orientation and mobility, hearing technology, auditory skills, sign communication, assistive technology, and keyboarding. This goal bank for school-based occupational therapists covers fine motor, handwriting, visual-motor, self-care, and classroom participation skills. Each goal describes a school task the student will perform, measured with accuracy, task-analysis steps, or rubric scores.
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 2 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 12 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 2 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 6 goals here
Frequently asked questions
What makes an OT goal educationally relevant?
It describes a task the student needs for school: writing legibly, managing a lunch tray, using scissors, or opening materials. Clinical exercises are supports, not goals.
How are handwriting goals measured?
By a rubric for legibility (letter formation, size, spacing, line placement), by percent of letters formed correctly on a sample, or by words per minute when speed is the concern.
Should sensory strategies be IEP goals?
Strategies the student uses to stay regulated can be written as a self-monitoring or regulation goal when the behavior is observable, such as requesting a movement break. Sensory supports themselves belong in accommodations.
IEP Atlas Pro
Turn these goals into progress reports
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Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.