An interview with a student with disability requires specialised
skills. Interviewing is not the same as counselling and needs to have
clear boundaries, expectations, goals and guidelines. In this context
the goal of an interview is to collect data to form a basis for
decision-making for future action.
A conversation is an interview only if it has four characteristics:
- It is conducted in a particular context or setting i.e. in an agency or office/unit within a large institution
- It is purposeful and directed i.e. steps are taken in order to
achieve certain goals (preparation; asking questions; clarifying and
recording responses)
- It is limited in time and contractual
- It involves specialised role relationships.
Tips for conducting effective interviews:
Prepare for the interview by creating a pleasing, private/secure and
productive atmosphere. Develop the main questions in advance (or use a
form sheet).
When conducting the interview, be aware of your own attitudes, insecurities, beliefs and values that may come into play.
At the beginning of the interview:
- Establish the purpose of the interview with the student
- Explain confidentiality, storage and security of records
- Start with open-ended, non-personal questions, gradually becoming more focused.
During the interview:
- Take care not to ask leading questions suggesting a particular response by the student or ‘putting words in their mouth’.
- Pay full attention and listen carefully to responses.
- Check regularly that you have understood clearly what the student has said by 'reflecting back' or seeking clarification
- Avoid showing surprise at or disapproval (or even approval) of any
response (but, since you are reflecting the student's perspective on
things, it is appropriate to empathise with the student's feelings)
- Put aside stereotypes (treating students as members of a group or
sub-group rather than individuals), which can lead the interviewer to
anticipate responses, therefore not really listening carefully or not
recording accurately the student's responses. Use inclusive language.
- Refrain from leaping to 'fix' someone's problem before they have
had an opportunity to define their problem in their own terms, consider
their options and find solutions for themselves.
Towards the end of the time available for the interview remind the
student that it is coming to a close eg. "We have only about another 5
minutes but I wonder …?";
Record of Interview
Take steps to avoid bias (favourable or otherwise) in recording
responses in terms of written expression or omissions. Summarise your
understandings with the student to ensure that you understand clearly.
Always check over the record of interview immediately afterwards in
order to fill in gaps and/or check that responses were recorded to all
questions asked. If something has been omitted the student could be
asked for this information on another occasion or even by telephone.
Remember that you or your office/unit may be required under law to
provide the record of interview to the student or to an investigative
hearing at a later date. This knowledge should not prevent
practitioners from making an even-handed comprehensive record of what
transpired and what was agreed in an interview.
Ensure that records are stored confidentially and disposed of in accordance with your state's archive office requirements.