VIDBE-Q 2026 Volume 71 Issue 3
students build fluency, confidence, and self-awareness before moving into more
realistic interview experiences.
Table 2
Proposed Interview Instruction Framework for Students who are Blind or Have Low
Vision
Stage Purpose Example topics Activities
Learn it
Build
foundational
understanding
of interview
expectations
and key
decisions before
practice begins.
Interview structure and
etiquette; employer
expectations; disclosure
and accommodation
decision-making;
self-presentation basics;
concepts related to
nonverbal communication
and body language;
professional
communication
Accessible e-learning;
teacher-led lessons;
guided discussions;
instructor modeling;
review of examples of
effective and ineffective
interview behaviors
Rehearse
it
Practice
interview skills
with support,
repetition, and
immediate
feedback to
build
confidence and
fluency.
Common interview
questions; professional
responses; disclosure
scenarios; greetings and
closings; arrival and
departure routines;
camera and audio setup;
delivery skills; asking
questions
Interview simulations;
scripted or semi-scripted
role-plays; repeated
guided practice;
immediate feedback and
coaching; structured
re-tries and skill-specific
practice
Do it Apply interview
skills in
realistic
conditions and
reflect on
performance
afterward.
Full interview process
from start to finish;
unscripted questions;
delivery and
self-presentation in
context; real-time
logistics; adapting to
unexpected questions or
challenges
Full mock interviews
(virtual or in person);
interviews with
unfamiliar adults;
summative feedback;
guided reflection
activities; real interviews
when available
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