Module VI: Interviewing Individuals With a Disability

Interviewing A - H
Americans with Disabilities Act F - H
Disability Awareness B (optional) & F
Reasonable Accommodations C, G, & H

Interviewing R - Z
Americans with Disabilities Act I, O, Q - U
Disability Awareness Q - S
Reasonable Accommodations T - W
Overhead Projector with Screen

Instructional Summary

Module Summary:

Module Objectives:

1. For participants to learn what considerations should be taken into account in creating an accessible interview site.
2. To inform participants of general suggestions for interviewing individuals with specific types of disabilities.
3. To instruct participants on what questions can be legally asked and offer tips on how to rephrase questions to get the information that is needed.
4. To learn how to judge an applicant based upon his or her qualifications for the position and not on assumptions or stereotypes.

1. Arrange chairs facing the front of the room and the presenter.
2. Have copies of the handouts made for each participant.
3. Have the overheads in order next to the overhead projector.

1. Read to the group:
   "You have a job to fill and Jane, a person with a disability, applies. She is like any other job applicant except that she has a (physical, mental, sensory, or learning) disability. If Jane did not believe that she was qualified, she would not have applied. Itıs your responsibility to determine if Jane is qualified, but you should do it in the same basic way youıd handle any other applicant."

   "This is where your own feelings about people with disabilities come into play. If you're uncomfortable, ask yourself: "why?" Is the reality of Jane's disability her problem, or your problem?"

   Wrong perspective - "If I were in your shoes, I donıt know how I could possibly do this job."

   Right perspective - "This person is applying for the job. She does have a disability. If I became disabled but was capable of performing this job, wouldn't I want to be treated like any other applicant without a disability? Let's see about the applicant's experience, training, and education; then we'll deal with the possibility that the disability might require an accommodation in order for the individual to do the functions of the job."

   "This workshop discusses interviewing within the guidelines of the Americans with Disabilities Act and includes some tips to help you and Jane feel at ease with each other."

2. Ask the participants if they have had any experiences with interviewing individuals with disabilities and, if so, would share some of their experiences and reactions to the disabled applicant.
   • Were their disabilities visible ? Invisible?
   • How did the participant handle the situation?
   • Did they learn anything?
   • Was it positive? Negative?
   • Were there any access issues the applicant was confronted with?
   • What did they do as employers to rectify the situation?

3. It is important that participants understand who is covered by the ADA. Using Overheads Americans with Disabilities Act O and Q and Handout Americans with Disabilities Act G, review who is covered by the ADA , what are considered to be major life activities, and how the ADA defines a qualified individual with a disability.

4. Using Overheads Americans with Disabilities Act R and S, and Handout Americans with Disabilities Act H, review and discuss the concepts of "essential functions" and "marginal functions."

   Reinforce to the group that decisions about whether or not to hire someone must be based on their ability to perform only essential functions of the job... not marginal ones. Therefore, it is vital that the interviewer be thoroughly versed in the essential functions of the position for which they are interviewing.

5. Explain that in most respects, interviewing people with disabilities is the same as interviewing people who are not disabled. In general, the interviewer should ask all applicants about their qualifications, experience, and skills for doing the job. The same questions should be asked of applicants with disabilities.

   Display Overhead R, How to Determine if an Individual is Qualified. The main concern that the interviewer should be aware of is their own assumptions about the persons ability to perform the duties of the position based on their disability. Problems occur when interviewers base decisions on stereotypes or speculation. Emphasize that the interviewer should stick to the facts and ask questions about the candidates ability to perform the essential functions.

6. Distribute Handout A and display Overhead S. Explain that a common mistake made by interviewers is to assume that this person with a disability is either a risk to the company, to themself or both. The ADA outlines specific guidelines for defining what constitutes a 'significant risk.' It is vital that any determination of significant risk be based on factual evidence, not on speculation. To be safe, companies should consult with disability specialists before claiming that a candidate would be a significant risk. Review examples on Handout A.

7. Distribute Handouts Reasonable Accommodations C, G, and H. Explain that interviewers must be aware of the companys' obligation to provide reasonable accommodations to new hires. It is important for interviewers to have a basic understanding of the types of accommodations frequently used by people with more common disabilities. However, it is even more important for interviewers to know who to call to get the answers they need to assist in their specific situation. Interviewers should note that many accommodations cost little or no money. Emphasize creativity.

   In order, display and discuss the following overheads related to providing accommodations:

   • Americans with Disabilities Act Overhead T
   • Reasonable Accommodations Overhead T
   • Reasonable Accommodations Overhead U
   • Americans with Disabilities Act Overhead U
   • Reasonable Accommodations Overhead V
   • Reasonable Accommodations Overhead W

8. Distribute Handouts B and C. Explain that these checklists should be given to all personnel who interview applicants. They include important items that should be considered to help ensure smooth flowing and impartial interviews. As a group, read through the forms and discuss access issues.

   Explain that if your building and office has many access barriers, discuss them with management and negotiate a list of barrier removals. Start with the modifications that are free or inexpensive, while funding can be sought for the more costly adjustments.

9. EXERCISE: Put on Overhead T. Read aloud each question and ask the group to respond with possible answers. Use Handout D as a reference for correct answers. Upon completion, distribute Handout D to the group.

10. Using Overhead U, discuss the types of questions that may not be asked during the interview. Emphasize that a good rule of thumb is to make sure all questions are related to the essential functions of the position.

11. EXERCISE: Ask the group to divide themselves into groups of 2 or 3. Distribute Handout E. Give participants 5-10 minutes to rephrase the questions. When time is up, ask participants to share and discuss their responses.

    Help the group to rephrase the questions to sound much like the following:

    1. "Are you able to perform the essential functions of this job, as outlined in the job description, with or without accommodations?"
    2. This question can not be asked at the pre-employment stage. Does not specifically relate to ability to do the job.
    3. "Would you please explain or show me how you can perform this essential function of this job without injuring yourself or others?"
    4. "Do you have any health conditions which would prevent you from performing the essential job functions of this position?"
    5. & 6. These questions cannot be asked under any circumstances, as they do not directly relate to the applicant's ability to perform the essential functions of the job.
    7. & 8. "Our regular work hours are 9 to 5, five days weekly, but we occasionally expect employees in this job to work overtime, evenings and weekends during our busy periods. Can you meet these requirements?"
    9. Interviewers can not ask any questions about the personıs disability.
    10. "Our company has a strict "no-drug" policy, and we occasionally require that our employees submit to random drug testing, would you be willing to take these tests?&qouot
    11. "Are you currently taking medication that will impair your ability to perform the essential job functions for this position?"

12. Distribute Handouts F and G, and Handout Disability Awareness B (optional).

    Using Overhead V and Overheads Disability Awareness Q, R, and S (optional), review and discuss Interview Ettiquette, Common Pitfall Reactions, and General Suggestions for working with people with disabilities. Be sure to allow participants the opportunity to ask questions and to share their similar experiences, outcomes, and learning from the interactions.

    Use the flowchart on Overhead W to review the steps to follow in an interview. Refer to Handout G and Overhead X to discuss appropriate ways to close the job interview. Emphasize that if the person is clearly not qualified, the interviewer does not even need to discuss the person's disability. However, it is important to be clear in explaining what skills or qualifications the person lacks, so they do not assume that the rejection is due to their disability.

13. Pass out Handout Disability Awareness F. Explain that even interviewers who feel comfortable with individuals who have disabilities may lack basic information about the symptoms and effects of specific disabilities. While managers and supervisors cannot be experts on all disabling conditions, there are some guidelines for specific disabilities that can be used to make the interview go more smoothly. Briefly review the handout with the participants and ask if they have any comments or questions.

    Note: It is a good idea to review this handout prior to presenting and select a few essential points to review and discuss rather than an in-depth discussion of each.

14. Distribute Handout H. Explain that employment applications and pre-employment testing are two areas directly related to interviewing applicants and determining if an individual is qualified. Both of these areas are also addressed in the ADA and warrant mentioning. Display Overheads Y and Z. Two main points should be emphasized in this discussion:
    a. Companies must be prepared to provide accommodations in completeing applications. If they require applications to be completed on site, the company must be willing to offer assistance in filling out the forms, or offer the use of a typewritter, computer, enlarged copy or other accommodation. It's good public relations to have a sign posted stating that accommodations for applicants with disabilities will be provided upon request.

    b. Many companies have problems when they are not willing to alter their test to accommodate a person with a disability. The company must be certain that the test is measuring the skill rather than a disability related impairment. Again, consult a disability specialist for specific information.

15. To conclude, pass out Handout Americans with Disabilities Act F and use Overhead Americans with Disabilities Act I. Explain that the interview is just one part of the process and, to ensure compliance with the ADA, companies should follow these 10 important steps. Empasize that many local and national agencies exist to assist them in the process.

Discussion Points:

Discuss with participants that there is not only one way to do things. Just because we can't conceive how to do a job without sight or hearing, or full use of our body, doesnıt mean it can't be done. Keep an open mind, be supportive, and be flexible. As time permits, allow the group to brainstorm alternative ways of doing common tasks with different disabilities.

Trainers Note:

1. The trainer should take time to familiarize themself with all the information contained within the handouts. Additional research on each topic will help to better clarify the information and to answer questions from the group.

2. Due to the amount of important materials in this module, participants may retain the information better if it is spread out over two sessions.

3. This workshop fits best after Module IV: Conducting a Job Analysis.