40 Assistive Technology IEP Goals and AAC Device Goal Examples

Assistive technology can make the difference between a student struggling through school and a student who can actually access learning. For some students it means the ability to communicate. For others it means being able to write, read, organize their work, or move through the school building safely.

In this guide, we’ll walk through what assistive technology means in the IEP process, examples of assistive technology used in schools, and give you dozens of sample IEP goals that can help students learn to use these tools effectively.

IDEA and Assistive Technology

Under the Individuals with Disabilities Education Act (IDEA), assistive technology is defined as: Any item, piece of equipment, or product system that is used to increase, maintain, or improve the functional capabilities of a child with a disability. In other words, assistive technology is any tool that helps a student with a disability access their education more independently.

Assistive technology is also listed as a Special Factor in the IEP process. This means the IEP team must consider whether assistive technology is needed when developing a student’s program. Not every student will need assistive technology. But the IEP team must at least consider whether it would help the student access instruction.

Some of what you see here overlaps a bit with my list of Functional Communication IEP Goals.

Assistive Technology IEP Goals

Sometimes the assistive technology itself is listed simply as an accommodation or support. Other times, students need instruction to learn how to use the technology effectively. In those cases, the IEP may include goals related to the use of assistive technology.

Below are sample assistive technology IEP goals. Always start with the student’s evaluation data and baseline skills when writing measurable goals.

1. Submitting Assignments Using Speech-to-Text: By __________, STUDENT will submit written assignments using __________ (speech-to-text program/device) in ___ out of ___ opportunities as measured by __________.
2. Keyboarding Instead of Handwriting: By __________, STUDENT will complete classroom writing assignments using __________ (keyboard/device) instead of handwriting with ___% accuracy across ___ consecutive trials as measured by __________.
3. Accessing Digital Worksheets: By __________, STUDENT will independently access digital versions of classroom worksheets using __________ (device/app/software) in ___ out of ___ opportunities as measured by __________.
4. Requesting Assistive Writing Supports: By __________, when experiencing fatigue during written work, STUDENT will request use of __________ (slant board/adapted writing tool) in ___ out of ___ opportunities as measured by __________.
5. Using Word Prediction Software: By __________, STUDENT will compose a paragraph of at least ___ sentences using __________ (word prediction software/program) with ___% accuracy as measured by __________.
6. Navigating Assistive Technology Devices: By __________, STUDENT will independently navigate __________ (device name) and open required learning applications in ___ out of ___ opportunities as measured by __________.
7. Using Text-to-Speech for Reading: By __________, STUDENT will use __________ (text-to-speech software/device) to read grade-level passages and answer comprehension questions with ___% accuracy as measured by __________.
8. Using Digital Organization Tools: By __________, STUDENT will record and track homework assignments using __________ (digital planner/app/scheduling software) in ___ out of ___ opportunities as measured by __________.
9. Uploading Assignments Using AT Platforms: By __________, STUDENT will independently upload completed assignments using __________ (AT platform/device/app) in ___ out of ___ opportunities as measured by __________.
10. Using Adapted Writing Tools: By __________, STUDENT will complete classroom writing tasks using __________ (adapted pencil grip/slant board/alternative writing tool) with reduced fatigue in ___ out of ___ opportunities as measured by __________.
11. Accessing Course Materials Using AT: By __________, STUDENT will independently access course materials using __________ (assigned assistive technology device/software) in ___ out of ___ opportunities as measured by __________.
12. Demonstrating Device Proficiency: By __________, after ___ training sessions with __________ (OT/SLP/AT specialist), STUDENT will demonstrate proficiency using __________ (device/app) in ___ out of ___ opportunities as measured by __________.
13. Using Digital Textbooks with Text-to-Speech: By __________, STUDENT will independently access digital textbooks using __________ (text-to-speech feature/device/app) and complete assigned reading tasks with ___% accuracy as measured by __________.
14. Tracking Assignments with Organizational Software: By __________, STUDENT will track assignments and deadlines using __________ (organizational software/app/device) in ___ out of ___ opportunities as measured by __________.
15. Accessing Storage Using Assistive Tools: By __________, given __________ (adapted tool/device), STUDENT will independently access locker or classroom storage and retrieve required materials within ___ minutes in ___ out of ___ opportunities as measured by __________.
16. Charging and Maintaining Assistive Technology Devices: By __________, STUDENT will independently charge and store __________ (device name) at the end of the school day in ___ out of ___ opportunities as measured by __________.
17. Transporting Assistive Technology Between Classes: By __________, STUDENT will safely transport __________ (device/tool) between classes and learning environments in ___ out of ___ opportunities as measured by __________.
18. Troubleshooting Assistive Technology Devices: By __________, when __________ (device/app) is not functioning properly, STUDENT will independently attempt ___ troubleshooting steps (ex: restart device, reopen app, request assistance) in ___ out of ___ opportunities as measured by __________.
19. Selecting Appropriate Assistive Technology for Tasks: By __________, given a classroom task, STUDENT will independently select the appropriate assistive technology support (ex: speech-to-text, graphic organizer, AAC device) in ___ out of ___ opportunities as measured by __________.
20. Advocating for Assistive Technology Use: By __________, STUDENT will independently request use of __________ (specific assistive technology tool or device) when needed during classroom tasks in ___ out of ___ opportunities as measured by __________.
21. Switching Between Assistive Technology Tools: By __________, STUDENT will independently switch between __________ (two or more assistive technology tools/apps) depending on task demands in ___ out of ___ opportunities as measured by __________.
22. Using Assistive Technology Across Settings: By __________, STUDENT will independently use __________ (assistive technology device/app) across ___ different classroom settings (ex: general education, resource room, homework) in ___ out of ___ opportunities as measured by __________.
23. Saving and Submitting Work Using Assistive Technology: By __________, STUDENT will independently save and submit completed assignments using __________ (device/app/platform) in ___ out of ___ opportunities as measured by __________.

AAC vs Assistive Technology

AAC stands for Augmentative and Alternative Communication. AAC refers specifically to tools that help a person communicate when speech is difficult or not possible.

All AAC is AT, but not all AT is AAC. Understanding this distinction helps IEP teams choose the right supports based on the student’s needs.

AAC IEP Goals

1. Requesting Basic Needs Using AAC: By __________, STUDENT will use __________ (AAC device/app/system) to request basic needs (ex: bathroom, help, break, drink) in ___ out of ___ opportunities as measured by __________.
2. Selecting Icons to Communicate Needs: By __________, STUDENT will identify and select appropriate icons on __________ (AAC device/app/system) to communicate wants and needs in ___ out of ___ opportunities as measured by __________.
3. Constructing Multi-Word Messages: By __________, STUDENT will construct ___-word messages using __________ (AAC device/app/system) to communicate during classroom activities in ___ out of ___ opportunities as measured by __________.
4. Answering Questions Using AAC: By __________, STUDENT will respond to teacher questions using __________ (AAC device/app/system) with ___% accuracy across ___ consecutive opportunities as measured by __________.
5. Participating in Classroom Discussions: By __________, STUDENT will participate in classroom discussions using __________ (AAC device/app/system) by contributing ___ responses per activity in ___ out of ___ opportunities as measured by __________.
6. Expanding Expressive Vocabulary Using AAC: By __________, STUDENT will use __________ (AAC device/app/system) to communicate using a vocabulary of at least ___ words during instructional activities in ___ out of ___ opportunities as measured by __________.
7. Navigating AAC Communication Categories: By __________, STUDENT will independently navigate communication categories within __________ (AAC device/app/system) to locate appropriate vocabulary in ___ out of ___ opportunities as measured by __________.
8. Responding to Instructional Prompts Using AAC: By __________, STUDENT will respond to teacher prompts using __________ (AAC device/app/system) during instructional activities in ___ out of ___ opportunities as measured by __________.
9. Making Choices Using AAC: By __________, STUDENT will use __________ (AAC device/app/system) to make choices between ___ options during classroom activities in ___ out of ___ opportunities as measured by __________.
10. Initiating Communication Using AAC: By __________, STUDENT will independently initiate communication using __________ (AAC device/app/system) to interact with peers or adults in ___ out of ___ opportunities as measured by __________.
11. Waiting for Communication Turn Using AAC: By __________, during structured communication activities, STUDENT will wait for their communication turn and respond using __________ (AAC device/app/system) within ___ seconds in ___ out of ___ opportunities as measured by __________.
12. Repairing Communication Breakdowns Using AAC: By __________, when a communication partner indicates confusion, STUDENT will clarify or repair the message using __________ (AAC device/app/system) in ___ out of ___ opportunities as measured by __________.
13. Navigating Between Communication Pages: By __________, STUDENT will independently navigate between ___ communication pages or folders within __________ (AAC device/app/system) to locate vocabulary in ___ out of ___ opportunities as measured by __________.
14. Using Core Vocabulary for Communication: By __________, STUDENT will use at least ___ core vocabulary words (ex: go, want, help, stop) using __________ (AAC device/app/system) during structured communication activities in ___ out of ___ opportunities as measured by __________.
15. Combining Core and Fringe Vocabulary: By __________, STUDENT will combine at least ___ core vocabulary words with ___ fringe vocabulary words using __________ (AAC device/app/system) to communicate during classroom activities in ___ out of ___ opportunities as measured by __________.
16. Responding to Peer Communication Using AAC: By __________, during peer interactions, STUDENT will respond using __________ (AAC device/app/system) within ___ seconds in ___ out of ___ opportunities as measured by __________.
17. Using AAC Across Classroom Activities: By __________, STUDENT will use __________ (AAC device/app/system) to communicate during at least ___ different classroom activities (ex: group work, centers, transitions) in ___ out of ___ opportunities as measured by __________.

Tips for Writing Assistive Technology IEP Goals

Assistive technology goals should focus on helping the student learn to use the tool effectively, not simply listing the device on the IEP. The goal should connect the technology to the skill the student is working on, such as communication, writing, reading, or organization.

Here are a few guidelines that can help IEP teams write stronger assistive technology goals.

Start with the Student’s Baseline

Every IEP goal should start with the student’s current level of performance. Evaluations and present levels should describe what the student can currently do with or without the assistive technology.

For example, a student might currently use a communication device to request preferred items with prompting, or may be able to dictate a short sentence using speech-to-text software with support.

That baseline helps the team determine the next reasonable step for the student.

Focus on the Skill, Not Just the Device

Assistive technology is a tool, not the goal itself. The goal should describe what the student will do using the technology.

For example, the goal should focus on skills such as:

• communicating needs using an AAC device
• completing written assignments using speech-to-text
• reading digital text using text-to-speech
• organizing assignments using digital tools

The technology supports the skill, but the student’s independence and participation are the real outcomes.

Be Clear and Measurable

IEP goals must be measurable so progress can be tracked over time. The goal should clearly define:

• the task the student will complete
• the assistive technology being used
• the level of independence or accuracy expected
• how progress will be measured

This makes it easier for teachers and service providers to collect data and report progress.

Consider Training and Practice

Many students need instruction to learn how to use assistive technology effectively. In some cases, goals may focus on learning how to navigate or use the device itself before applying it to academic tasks.

Students may also need time and practice across different settings before they can use assistive technology independently.

Think About Real Classroom Use

The most useful assistive technology goals focus on how the student will use the tool in everyday school activities.

This might include:

• answering questions during lessons
• completing writing assignments
• participating in group discussions
• accessing digital textbooks
• organizing homework and materials

When goals reflect real classroom tasks, the technology becomes a meaningful support rather than just another device listed in the IEP.

Build Skills Gradually

Assistive technology skills often develop step by step. A student might begin by identifying icons on a communication device, then progress to forming short messages, and eventually use the device to participate in classroom discussions.

IEP goals should reflect that progression and build toward greater independence over time.

Using the WATI Framework to Evaluate Assistive Technology Needs

If your IEP team is trying to determine whether a student needs assistive technology—or which device might be appropriate—one widely used framework is the Wisconsin Assistive Technology Initiative, often called WATI.

The WATI materials guide teams through a structured process to evaluate a student’s needs. Instead of starting with a device and trying to make it fit, the WATI approach begins with the student and the tasks they need to complete.

The framework helps teams look at four key areas:

• the student’s strengths and challenges
• the tasks the student needs to perform in school
• the environments where those tasks occur
• possible tools that could support the student

Working through these questions can help teams determine whether assistive technology may improve access to instruction, communication, or participation in classroom activities.

Many schools and assistive technology specialists use WATI forms as part of an assistive technology evaluation. The materials include checklists, discussion guides, and data collection tools that help the IEP team make thoughtful decisions about possible supports.

Assistive technology can open doors for students who struggle to communicate, write, read, or organize their work. But the device alone is not the solution. Students often need instruction, practice, and clear goals to learn how to use assistive technology effectively.

When IEP teams connect the right tools with thoughtful goals and meaningful classroom use, assistive technology can help students participate more independently and confidently in school.