XI. Interview Techniques

A. Pre-Interview Checklist for Employers:

________ Yes ________ No ________ Unsure

If "No" or "Unsure," review the Accessibility checklist or arrange for an accessibility survey to be conducted by an organization concerned with disability issues.

2. Is your interview site (office, conference room, etc.) accessible?

________ Yes ________ No ________ Unsure

3. Do you know the name of the person you are to interview?

________ Yes _________ No 4. Is this interview exploratory or an interview for a specific position?

_________ Exploratory _________ Specific Position

If it is exploratory, focus on skills, knowledge, and abilities.
If it is an interview for a specific position, proceed to the next question.
5. If this is an interview for a specific position, do you know the detailed requirements of the position?
________ Yes ________ No
If "no" you need to find out. You must be able to describe the "essential" and "marginal" functions of the position. This will allow you and the interviewee to determine if he/she is qualified and what reasonable accommodations, if any, are required.
6. Will the interviewee be expected to complete any paperwork (application, INS forms, security pass, etc.) before or during the interview?
_________ Yes ________ No
7. If the answer to question 6 is " yes," are you or your employees prepared to offer assistance to individuals with disabilities which limit their reading, writing, or document handling capabilities?
________ Yes _________ No
8. Do you know the name of the person responsible for providing this assistance?
_____________________________
9. Are you apprehensive about interviewing a person with a disability?
________ Yes ________ No _________ Unsure
If you honestly answered " yes" or " unsure" to this question, do not worry; your feelings or hesitations are perfectly normal. It is natural to feel slightly uncomfortable in new situations. However, keep in mind that the applicant may be unsure of how you will be reacting to his or her disability and, as such, may be apprehensive also.
The best way to handle the situation is to interview the applicant the same as you would any other applicant. It is natural that interviewing someone disabled may cause you to have some fears or insecurities about the situation, but you must be careful not to transfer your fears onto the applicant.

B. Accessibility Checklist:

Building access:

Building Corridors:

Restrooms:

Personnel Office:

Also:

Source: Job Accommodation Network (JAN)

C. Interview Etiquette for Persons with Disabilities

Perhaps you have a friend or relative who has a significant disability. If so, you probably see this person as an individual rather than as a person with a disability, and you have some understanding of what he or she can or cannot do. For many who do not have close contact with a person with a disability, the first experience might be met with anxiety: "Am I going to say and do the right things?"

The following is a list of common courtesies and considerations that every interviewer may want to apply:

Offer your hand for a handshake, even if the person has quadriplegia. If the person does not have a right hand or the right hand hangs limp, do not hesitate to offer your left hand.
When addressing the applicant, look at him/her directly. Deliberately averting your gaze is impolite and can be uncomfortable. Tension is only increased when the interviewer avoids eye contact.
Ask the person with a speech-involved disability what is the best way to communicate with him/her. The person with a disability will understand that this is a new experience for you and may be quite comfortable letting you know what behaviors are needed.
Even if the person with a disability is accompanied by a helper or sign language interpreter, speak directly to the person with a disability.
Do not automatically assume that a person with a disability needs assistance. However, if you think that the person needs help, be sure to ask first: "May I be of assistance?" Be prepared to take NO for an answer. If the person answers YES, then ask, "In what way may I assist you?"
Do not tell the applicant that you admire his or her courage or that they are an inspiration. Do not express sympathy for him or her.
Do not avoid certain questions because you assume that the applicant is sensitive or fragile.
A good rule of thumb is to make sure that all questions are job related. Focus the interview on the individual's ability to successfully perform the essential functions of the job.
Ask all questions in a straight forward matter-of-fact manner. (e.g., If an essential function of the job requires lifting 50 lbs., the employer can ask, "Can you lift 50 lbs.?" The employer can also ask, "Can you describe or demonstrate how you would accomplish this task?")

NOTE: An employer may not ask about workers' compensation history at the pre-offer stage, but may obtain such information after making a conditional job offer. Pre-employment questions about illness may not be asked, however you may provide the applicant with attendance requirements and ask if he or she will be able to meet these requirements.

D. During the Interview

The Interviewer:

MAY ask questions about an applicant's ability to perform specific job functions.
MAY NOT make an inquiry about a disability or severity of a disability.
MAY NOT ask about workers' compensation history.
MAY make a job offer that is conditioned on the satisfactory results of a post-offer medical exam if the exam is required for all applicants.

1. Examples of Questions that MAY NOT be Asked

Have you ever had or been treated for any of the following conditions or disease? (Followed by a checklist of various conditions and diseases.)
Please list any conditions or diseases for which you have been treated in the past 3 years.
Have you ever been hospitalized? If so, for what condition?
Is there any health-related reason you may not be able to perform the job for which you are applying?
Have you had a major illness in the last 5 years?
How many days were you absent from work because of illness last year?
Do you have any physical defects which preclude you from performing certain kinds of work? If yes, describe such defects and specific work limitations.
Do you have any disabilities or impairments which may affect your performance in the position for which you are applying?
Are you taking any prescribed drugs?
Have you ever been treated for drug addiction or alcoholism?
Have you ever filed for workers' compensation insurance?

NOTE: An employer may not ask about workers' compensation history at the pre-offer stage, but may obtain such information after making a conditional job offer. Pre-employment questions about illness may not be asked, however you may provide the applicant with attendance requirements and ask if he or she will be able to meet these requirements.

2. Focusing the Interview

Even interviewers who feel comfortable with individuals who have disabilities may lack basic information about the symptoms and effects of individual 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.

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. There are, however, some guidelines that are specific to people with disabilities that may be helpful to interviewers.

A good rule of thumb is to make sure that all questions are job related. Focus the interview on the individual's ability to successfully perform the essential functions of the job. If the person indicates that his or her disability makes it difficult to perform particular functions of a job or if the interviewer believes that a person's disability may make it difficult to perform certain job functions, the interviewer may ask job-related follow-up questions (e.g., How were you, as an individual who is deaf, able to participate in meetings?). The answer to such questions will indicate whether a reasonable accommodation is needed to enable the individual to perform the essential functions of the job.

Managers and supervisors should not make general assumptions that a person with a disability will be unable to do a part of the job and will always need reasonable accommodation. They should not reject a qualified applicant for a position because the person with a disability needs, or it is thought to need, a reasonable accommodation.

3. In the Interview:

Q: Should you discuss the nature of the company?
A: Yes. Individuals with disabilities are just as interested in the company and its policies as anyone else.
Q: Should you discuss and describe the content of the specific position for which you are interviewing?
A: Yes. You must give a precise description of the functions to be performed, the outputs expected, and the physical working environment. Only then can accommodations be discussed, should they be necessary.
Q: Should you ask if the individual has a car and means of getting to work?
A: No. This is not your concern. If your company offers some form of vanpool or other transportation services to all employees, you should ensure that it is accessible to individuals with disabilities and discuss it as you would with any other applicant. You may, however, ask the applicant if he or she has a valid driver's license only if driving a vehicle is included in the job description.
Q: If you notice a disabling condition (individual uses a wheelchair, guide dog, hearing aid, etc.) should you ask what caused the disability?
A: No. This is, frankly, none of your business and illegal.
Q: If you notice an obvious disability, can you ask about accommodations?
A: No. It is only appropriate to ask if the individual can perform the functions of the job as they are stated in the job description. Emphasis on how the job functions would be performed may be elicited from the interviewee. This should lead to discussion about what, if any, accommodations he/she may need.
Q: Should you send an individual with a disability for a pre-employment medical examination?
A: No. You can require a medical exam after a conditional offer of employment, but only if you require it of all individuals applying for the same type of position.

Note: Drug testing is not considered a pre-employment medical examination for purposes of the American with Disabilities Act, and therefore is permissible before a conditional offer of employment if required of ALL applicants, and not only those with a disability.

4. Steps to Follow in an Employment Interview

5. Closing the Interview

The question of accommodation should be raised after the individual is determined as a qualified potential candidate. If the person is not qualified, you should state why; explain what experience other people who do the job possess, which he or she lacks. Make it clear that the reason for rejection is due to lack of qualifications, not their disability. If the person is not qualified, you do not need to refer to the disability at all.

The interview of a potentially successful candidate should end with a visit to the worksite. Then you and the candidate both understand the tasks to be performed. If a reasonable accommodation is needed- and most often it is not-the degree of accommodation can be mutually established.

If the person is qualified but you are unable to make a commitment right away, you should say what you would say to applicants without disabilities - "Thanks for coming in. We will be making a decision shortly and will notify you."

E. Testing the Applicant

The Americans with Disabilities Act (ADA) has specific requirements for testing people with disabilities. This includes the obligation to provide a reasonable accommodation if needed, to assure that tests reflect an individual's ability to do a job rather than the effect of a disability. The ADA requires that employers test people with visual, hearing, speaking or manual impairments in ways that do not require the use of the impaired skill, unless the test is designed to measure that skill.

A job applicant has the responsibility, under the ADA, to request an alternative test format, but EEOC suggests that employers may wish to inform applicants in advance that a test will be given so that an applicant can notify the employer of any need for accommodation or different format. If an individual with a disability does not request an accommodation in advance, the employer may need to reschedule the test or provide another type of accommodation if the requested accommodation is not available at the time the test is administered.

If your company requires any kind of test and the applicant's disability doesn't interfere, give the test in the same way you would for any other candidate.

Blindness, motor impairment affecting the use of hands or eye/hand coordination, and learning disabilities can prevent an applicant from passing some tests even though he or she might have the ability to do the job. Rely instead on the applicant's work experience, training and education. Remember, when the applicant's impairment makes it impractical to complete a test, particularly one which is timed, the results may reflect the testing of the individual's impairment-related limitations instead of predicting the applicant's abilities and potential success on the job.

You may take a number of steps to see if a test will be effective and appropriate. One way is to ask the applicant. Examples of questions to ask are:

Reading a test to an applicant who has a vision impairment or an applicant with a reading/learning disability is one way to measure abilities for jobs where reading skill is not necessary to perform the job. For example, many people with vision impairments successfully hold typing positions. To test a person with a visual impairment, typing tests are put on a dictating machine and then scored in the same way as would be done for any other applicant. If an applicant has a hearing impairment, be sure the candidate understands the instructions.

If the applicant has a learning disability, success or failure on the test could hinge solely on its instructions. They should be modified, if needed, so that people who can do the job are not screened out because the instructions are not clear to them. To accurately assess abilities, you may need to allow extra time for people who use readers or who have learning or writing disabilities to complete a test. Also, be sure that all test sites are physically accessible.

F. Significant Risk Factors

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.

A significant risk factor is based upon a medical examination or inquiry that indicates the job applicant has a condition that poses a direct threat to the safety of others, the applicant, or to property.

Employers must now make a case-by-case assessment based on current and objective evidence before refusing to hire a job applicant with a disability because of a potential threat to safety.

After identifying the cause of the risk, the employer must determine that the risk is significant.

An elevated risk of harm does not suffice: the risk must represent a high probability of substantial harm. In evaluating the significance of the risk, the employer may consider:

The duration of the risk,
The nature and severity of the potential harm,
The likelihood that the potential harm will occur,
The imminence of the potential harm

Example:

A person with epilepsy who does not have their seizures under control would be considered a significant risk as a construction worker if working at great heights was a requirement.

G. Guidelines for Interviewing People with Specific Types of Disabilities

The following are some guidelines for interviewing people with specific types of disabilities. It is important to understand that two people with the same disability or functional limitations may not have the same needs.

1. People Who Use Wheelchairs

People who use wheelchairs can hold physically demanding jobs. They need not be confined to desk jobs. People who use wheelchairs can be very independent, not necessarily relying on others for assistance in daily activities. They may or may not do things differently or more slowly than others. There is no need to be overprotective of people who use wheelchairs.

Refer to this person as a "wheelchair user" rather than a "wheelchair victim" or "wheelchair bound."
Make sure all meetings and interviews are conducted at wheelchair accessible locations.
Don't automatically hold onto the person�s wheelchair. It is part of their body space.
Assistance may be offered, but don't insist. If the person needs help, they will accept the offer and explain exactly what will be helpful.
Don't move a wheelchair or crutches out of reach of the person who uses them. Never start to push a person's wheelchair without first getting permission.
Speak directly to the person in the chair, not to someone nearby. For longer conversations, pull up a chair and sit at eye level with the person.
Don't be sensitive about using words like "running" or "walking."
Avoid classifying people who use wheelchairs as "sick." Wheelchairs are used for a variety of disabilities.
Don't be surprised if the person transfers from a wheelchair to a piece of furniture or gets out of the wheelchair to move about. Some people who use wheelchairs can walk, but they choose to use a wheelchair because of stamina or balance issues.
After the initial greeting, sit down so that a person who uses a wheelchair won't have to crane his/her neck to look up and make eye contact.

2. People Who Are Blind or Vision Impaired

A person's visual acuity may change under different light conditions. Do not confuse vision impairments or 'legal blindness' with total blindness. Many people who are considered to be legally blind have residual (or remaining) sight. In fact, many people who are legally blind walk without the use of a cane or dog guide and can read printed text with some accommodations (such as large print or a magnifier).

Do not automatically guide someone without asking them first. If they accept your assistance, offer the person the back of your arm or elbow and let the person follow the motion of your body. Walk at a normal pace. Guide their hand or arm to the back of a chair. When guiding, slow before a step, barrier or turn and describe the reason for the slowing. Avoid pointing or using abstract visual cues, i.e. over there, that one, up ahead, etc.
Speak directly to the individual who is blind or vision impaired. Do not shout. When you leave the room, say so.
Introduce other people in the room or have them introduce themselves. This will assist the person in orienting themselves to the room and its occupants. When conversing with a group of people, identify the person to whom you are speaking. If a person who is blind or visually impaired does not respond, it may be because he or she thinks you are talking to someone else.
Don't avoid using words like "look" and "see." There are no reasonable substitutes. When using directional words, use them with the orientation of the person who is blind. Remember when you are facing someone, your left is that person's right.
Do not play with a dog guide while it is "on duty." You do not want to distract the animal from it's job.
When guiding a person into a new or strange surrounding, describe special features or physical characteristics of the area. When going into a room, describe where furniture is, where the door is, and where the person is in relation to these objects.
For people with vision impairments, provide a well lit area for the interview and avoid sharp contrasts of light and dark areas. A person's visual acuity may change under differing light conditions.
When handing the person written materials, be prepared to read the information, or ask if the person would like a reader. Offer assistance in filling out forms, most people with visual impairments can fill out forms and sign their names if the appropriate spaces are indicated to them.

3. People Who Are Deaf or Hard of Hearing

The goal of all communication is to obtain appropriate information from the person. Sometimes it is necessary to be versatile in finding an effective communication method with people who are deaf or hard of hearing. The main objective, though, is to communicate effectively.

When speaking with someone who is deaf or hard of hearing, face the person directly. Do not position yourself so that you are directly in front of a harsh light or window. Your face will be difficult to see as it is silhouetted in bright light.
Not all people who are deaf can lipread. Actually, only about 25% of what we say is visible on the lips. None-the-less, some people can lipread quite well.
When speaking to someone who is deaf of hard of hearing, use meaningful facial expressions and gestures to emphasize your intent and attitude. This substitutes for tone of voice. This is important even in the presence of a sign language interpreter or oral interpreter. Be sure not to use exaggerated mouth movements or wild gestures.
Do not change the subject without warning.
Not all people who are deaf know sign language. Do not assume that everyone needs an interpreter.
If using a sign language or oral interpreter, speak directly to the person who is deaf, not the interpreter. i.e. "When will you have the report ready?" instead of looking at the interpreter and saying "Ask him when he will have the report ready." Do not try to involve the interpreter in the conversation.
Keep your hands from covering your mouth when talking. Remove objects from your mouth such as cigarettes, pipes, gum, or food.
Do not shout when speaking to the person. Use a normal tone of voice, and do not restrict yourself to monosyllabic words.
If you cannot understand the person, do not be afraid to ask them to repeat. When this does not work, try paper and pencil.
When working or meeting in a group, ask the deaf or hard of hearing individual for suggestions that work well for them (sign language interpreter, notetaker, seating arrangement, lighting, etc.) Have each person raise his or her hand before speaking so that those depending on lipreading will know where to look.
When a person who is deaf or hard of hearing chooses to have an interpreter voice for them, remember to respond directly to that person and not the interpreter.
Just because someone uses a sign language interpreter during the interview does not mean that they will require an interpreter at all times to do their work.
If a sign language interpreter is not present, ask the individual how he or she would prefer to communicate (paper and pencil, lip reading, computer terminal, etc.).
To get the attention of a person who is hearing impaired or deaf, vocalize a greeting, and if necessary, discreetly wave your hand or gently tap the person's shoulder.
Keep in mind that the ability to understand spoken English is not related to the person�s intelligence.
Remember that the grammar of sign language is not directly related to English. Again, the lack of knowledge of English grammar is not a sign of lack of intelligence.

4. Individuals with Learning Disabilities

Since a learning disability is an invisible disability, it is rarely noticed without disclosure from the individual. Since learning disabilities vary so much from person to person, be sure to ask how the learning disability affects that person.
People with learning disabilities have average or above average intelligence. A possible indication that a person has a learning disability is when he or she does not perform in a way that is consistent with his or her intelligence.
Often, a person with a learning disability is very creative and develops unique and innovative methods of analyzing situations and issues.
Relate to a person on the basis of his or her strengths rather than weaknesses. Assign work that utilizes those strengths.
People who have a perceptual learning disability have difficulty receiving information through their senses. This includes auditory, tactile, and visual perception. Using multiple senses, such as reading and listening to what is being read out loud is often helpful.
People with academic-type learning disabilities may have trouble reading or writing and prefer to tape record information or directions. Talking devices, such as computers and calculators are also useful. This includes dyscalculia, dysgraphia, and dyslexia.
People with auditory learning disabilities may request that information be clarified or repeated. Written instructions or directions are helpful. Using short sentences, clear enunciation, demonstrations or both may be useful. People with this type of disability often need to work in quiet surroundings.
People with motor learning disabilities experience difficulty when their muscles react differently than expected to brain signals, resulting in a lack of coordination. Repetition helps to lessen coordination problems.
People with perceptual learning disabilities have difficulty with accuracy. They may reverse numbers and place words or numbers in the wrong spaces on a form. Therefore, people with this type of disability may need their material checked for grammar and word or number reversal.
People sensitive to tactile stimulation may not like being touched by others, including shaking hands. They also may have trouble judging the amount of pressure they exert in such actions as holding objects.
People with visual perceptual learning disabilities may have difficulty in finding objects; or they may lose them frequently. Sometimes people with this disability might color code files, etc., for easy identification.
Be thorough, direct, and specific in communication.

5. Individuals with Physical Disabilities

When walking with a person who walks slower than you, walk with the person, not in front of them.
Provide the person with clear directions to a meeting site using the shortest and easiest route.
If a person falls or is off balance, simply offer assistance. A natural tendency is to overreact, but you need not be overprotective of a person with a mobility impairment.
Be aware of obstacles, including floor or ground surfaces, that might be present in a room or location that would inhibit the movements of people.
Be prepared to 'shake' what is offered to you. This could be a disabled right hand, a prosthetic, a stump, or even their left hand.

6. Individuals with Epilepsy

If the person brings the condition to your attention, you may ask whether the condition might have an impact on their work and if there are any necessary accommodations. If applicants mention seizures, interviewers may ask whether seizures are under control, and if not, what people in the office need to know in the event of a seizure. This information, however, usually isn't needed until after a person with epilepsy is hired. Do not be over solicitous.

7. People Who Are Mentally Restored

Mental illness can be successfully treated, and people who are mentally restored have skills, experiences, and abilities that are not affected by their illness. For the purposes of employment, a person who is mentally restored is one who has experienced a mental or emotional difficulty that currently is under control to the extent that the individual is able to function effectively and satisfactorily in a specific job. The qualifications of people who are mentally restored must be given the same consideration as those of other applicants.

b. Through your demeanor, show that you trust the individual's ability to control their behavior.

8. Individuals with Cerebral Palsy (or other muscular or neurological limitations)

Cerebral palsy may affect motor ability and/or speech. It does not affect intelligence. Unless the person is very severely disabled, or has the involvement of other disabilities, no accommodation may be needed for the interview itself. On the job pathways need to be kept clear, and the person may require their desktop to be reorganized so items can be easily accessed. Depending on the needs of the individual, some minor adjustments (hardware &/or software) may be necessary.

Cerebral palsy may affect an individual's motor ability and/or speech, but it does not affect intelligence.

b. If the applicant's speech is difficult to understand, do not hesitate to ask the applicant to repeat him or her self. It benefits no one to pretend you understand when you do not.

c. Some people who have severe cerebral palsy communicate more effectively by writing, typing, or using communication boards or electronic devices. If this is the case, the person with a disability may not mind having his or her sentences finished by you in order to save time and energy. It is very important, though, to confirm this before doing it.

d. Repeat the information provided by the person so that he or she can tell you whether you understood what was said and meant.

9. Individuals with Mental Retardation

Many people with mental retardation (also called Developmentally Delayed Learners (DDL)) have average or superior abilities in some respects. While it is true that some people who are DDL may not be able to think, figure, or remember as well as other people, it is important to remember that they are proficient in some ways and deficient in others.

People who have mental retardation usually want to be independent and responsible for their own support. One of the largest obstacles to equal employment opportunity for these individuals is persistent lack of employer confidence in, and lowered expectations of, their capabilities.

b. Talk to the individual as you would to anyone else, but be very specific. Break down tasks into component parts.

c. Occasionally ask the person if they are understanding you. Have them relay the meaning of your words and ideas for confirmation.

10. Little People

11. Individuals with Tourette Syndrome

Tourette Syndrome affects a person's ability to control behavior. This syndrome produces a variety of symptoms such as motortics, production of noises, or vocalization of socially unacceptable words. If you encounter someone with these symptoms, the best thing to do is to ignore the movements or outbursts.

H. Reasonable Accommodation Checklist

This checklist follows the EEOC's recommended method for determining what accommodation may be appropriate when an individual with a disability is unable to perform a job function because of the disability.

Applicant Name: Susan Master

Job Title: Data Entry Clerk

Completed By: ___________________________
District: _________________________________
Date: _______________

ANALYZE THE JOB

What is the purpose of the job?
To enter employee information into computer system.

List all the essential functions (use additional page if necessary)
Must be able to keyenter data using the keyboard. Must be able to verify data is correct before processing.

CONSULT THE INDIVIDUAL

What essential function(s) is/are the individual unable to perform?
Cannot bend neck to view monitor in order to verify correct employee information.

Why? (Identify job-related physical or mental limitations)
Has scoliosis. This condition prevents applicant from bending neck.

Can the individual suggest an accommodation? What?
Suggests that we raise desk or monitor to eye level.

Note: If the individual suggests an appropriate accommodation, you may stop here. If not, or if you wish to consider alternatives, continue on next page.

IDENTIFY POSSIBLE ACCOMMODATIONS

Contact sources such as state or local rehabilitation agencies, disability organizations, the Job Accommodation Network, and the Equal Opportunity Commission.

Source Contacted __________________________________________
__________________________________________________________
___________________________________________________________

Recommendations (attach additional sheet if necessary)
__________________________________________________________
__________________________________________________________
__________________________________________________________

Assess the effectiveness of each accommodation identified.

Accommodation
__________________________________________________________
__________________________________________________________
__________________________________________________________

Effective (yes/no? Give reason)
__________________________________________________________
__________________________________________________________
__________________________________________________________

SELECT THE MOST APPROPRIATE ACCOMMODATION

Note: Be sure to consider the individual's preference; however, the employer has the ultimate discretion to choose among effective accommodations.
Which accommodation is most appropriate (explain):
__________________________________________________________
__________________________________________________________
__________________________________________________________

Accommodation implemented (date):____________________

Accommodation not implemented (explain): __________________________________________________________
__________________________________________________________
__________________________________________________________
___________________________________________________________

Area Human Resources Representative:* Paul Jones
Date: 3-28-92

Employment Manager:*__________________________________
Date: ________________

District Human Resources Manager:*__________________________
Date: ________________

* It is the responsibility of Human Resources to ensure that all necessary consultations and approvals have been made.

** If facility requires alteration, please attach appropriate documentation.

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