Adaptive skills IEP goals for a child who is blind or has low vision
When a child is blind or has low vision, a routine only counts if it works without sight. The goal should name the non-visual tool or technique used, the setting it must work in, and how much sighted help remains. Open your child’s IEP to the goal page and read one goal for three things: the baseline it starts from, the behavior someone could count, and the date it gets reported.
By The Advocate Ally, checked against the rules it cites. Sources checked September 14, 2026.
Is this your goal?
“Student will complete daily living tasks independently with the use of adaptive equipment as needed.”
It never says which sense does the work, or how independent that really is.
What the rule says
“A statement of measurable annual goals … [and] [a] description of … [h]ow the child’s progress toward meeting the annual goals will be measured, and when periodic reports … will be provided.”
34 CFR 300.320(a)(2)(i) and (a)(3)
The rule’s own example of a periodic report is quarterly, issued with report cards: four updates a year.
The three tests
Every strong goal below passes all three.
BaselineWhere your child is today, as a number with its date, in present levels.
CountableA behavior two adults would tally the same way. Read the goal: what would you count?
ReportedHow often the number comes home. Check the progress-reporting box, then the last report sent.
Weak“Using a textured tag clipped to his hook, Idris will find his own cubby by touch alone, tallied daily and reported quarterly.”
Strong“Using a textured tag clipped to his hook, Idris will find his own cubby by touch alone, on four of five mornings, tallied daily and reported quarterly.”
Baseline
Idris finds his cubby correctly two mornings weekly.
Countable
Cubby found by touch, no peeking: easy check.
Reported
Forty tallies build the quarterly picture.
With no rate attached, one lucky morning can pass as mastery while Idris still searches by hand most days.
IDEA requires goals to be measurable: 34 CFR 300.320(a)(2).
“How many mornings out of five does he need to find it alone?”
Turn to present levels and see if touch-only performance has its own number.
3rd through 5th grade
Weak“Using a braille-labeled snack bin, Idris will prepare his own snack and clean the counter, on four of five afternoons.”
Strong“Using a braille-labeled snack bin, Idris will prepare his own snack and clean the counter, on four of five afternoons, checked weekly and sent home each quarter.”
Baseline
Idris manages one snack step without help.
Countable
Snack made, counter clean: two clear checks.
Reported
Weekly checks build toward one quarter report.
Skip naming the day and the destination, and the check can quietly stop while nobody notices for months.
IDEA requires the IEP to say how progress is measured and reported: 34 CFR 300.320(a)(3).
“Is a specific weekday named for this check, or left open?”
Look on the services page for the minutes behind non-visual kitchen skills.
6th through 8th grade
Weak“Using his long cane and a memorized route, Idris will improve orientation and mobility skills, on three of four days, counted monthly.”
Strong“Using his long cane and a memorized route, Idris will travel from homeroom to the cafeteria without a sighted guide, on three of four days, counted monthly.”
Baseline
Idris still needs a guide most hallway trips.
Countable
Reaching the cafeteria without a guide: clear yes.
Reported
Monthly counts show whether guided trips are shrinking.
Nobody can fail “improve mobility skills,” so a sighted aide keeps walking beside Idris while independence never gets measured.
IDEA requires goals to be measurable: 34 CFR 300.320(a)(2).
“What exactly counts as traveling this route without a guide?”
Find cane travel time on the accommodations page, with its minutes.
9th through 12th grade
Weak“Idris will wait for the walk tone before stepping off the curb, on six of eight crossings, reported each semester.”
Strong“During his Wednesday travel-training block, using the audio pedestrian signal, Idris will wait for the walk tone before stepping off the curb, on six of eight crossings, reported each semester.”
Baseline
Without the audio signal, Idris steps off early.
Countable
Waiting for the tone before stepping: easy agreement.
Reported
One semester score reaches home from travel training.
With no block or signal named, an aide’s arm can do the waiting, and Idris never learns the tone.
IDEA requires goals to be measurable: 34 CFR 300.320(a)(2).
“Are the travel-training block and the audio signal both written into this goal?”
The meeting notes should name who checks the audio signal weekly.
What to ask the team
Is this skill measured with vision, or completely without it?
Did the baseline reflect performance with his cane, or without any tool?
Does independence here mean no sighted adult standing within reach?
An example is not your child’s goal: it does not replace the data the team starts from, or advice from someone qualified in your state.
Have every goal in your IEP checked against these three tests, free.
The review reads every page you upload, flags each goal missing a baseline, measurable criteria, a target or a timeline, and quotes the wording with its page.
