VIDBE-Q 2026 Volume 71 Issue 3
through traditional approaches (e.g., mock interviews) may be limited in schools
and transition programs due to personnel or time constraints. Technology-based
tools, such as virtual interview training, can complement traditional instruction by
offering self-paced learning, repeated practice, objective feedback, and space to
make mistakes without real-world consequences. In this article, we share key
findings and insights from a research project and explore how virtual interview
training fits into interview preparation for students who are B/LV.
Project Overview and Key Findings
Despite the importance of interview instruction for students who are B/LV,
we did not identify any evidence-based interview interventions for this population.
Prior studies supported the effectiveness of virtual interview training for other
populations, including students with disabilities (Smith et al., 2021, 2024);
however, it had not been tested with students who are B/LV. To address this gap,
the National Research and Training Center on Blindness and Low Vision
conducted a 5-year research project, funded by the National Institute on Disability,
Independent Living, and Rehabilitation Research. The project had three phases:
adapting a virtual interview training program (i.e., Virtual Interview Training for
Transition-Age Youth [VIT-TAY]) for students who are B/LV, assessing its
usability, and examining its effectiveness in a randomized controlled trial (RCT).
This article synthesizes key project findings, presents new data on student
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