VIDBE-Q 2026 Volume 71 Issue 3
Taken together, these findings suggest that while virtual interview training
can be a valuable part of interview preparation for students who are B/LV, it
should not stand alone. Students appeared to benefit from structured practice,
immediate feedback, and opportunities to develop professional responses. At the
same time, interview preparation requires attention to elements that may be less
fully addressed through virtual training alone, such as delivery, nonverbal
communication, and the experience of completing a full interview from start to
finish. A practical implication is that interview instruction may be most effective
when it includes multiple components. One helpful way to think about this process
is learning it first, rehearsing it next, and then doing it for real. Table 2 presents a
proposed framework for structuring interview instruction around these three stages,
and highlights the purpose, example topics, and activities for each stage.
Learn It
The Learn It stage builds foundational knowledge by introducing key
interview concepts. Although students may recognize the importance of interviews,
they often lack a clear understanding of typical interview structure, employer
expectations, or how to navigate disability-related decisions such as disclosure and
accommodations. For students who are B/LV, this stage can help make interview
expectations more explicit and accessible, particularly when instruction addresses
aspects of interviewing that are often learned visually or incidentally. Findings
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